Вы находитесь на странице: 1из 81

Definition of Speaking Skill (Skripsi

Pendidikan Bahasa Inggris Gratis)


Posted by Ubaydillah Ibnu Sholihin Kamis, 13 Juni 2013 4 komentar

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

pronunciation as it encourages learners to learn the English sounds.

Harmer, (in Tarigan, 1990: 12) writes that when teaching speaking or producing skill, we

can apply three major stages, those are:

1) Introducing new language

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

are many obstacle factors why it is not running well.

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

process we can call it is an interaction between two sides.

When someone speak to other person, there will be a relationship. The relationship itself

is communication. Furthermore, Wilson (1983:5) defines speaking as development of the

relationship between speaker and listener. In addition speaking determining which logical

linguistic, psychological a physical rules should be applied in a given communicate situation”. It


means that the main objective of speaking is for communication. In order to express effectively,

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

any principle that based his speaking either in general or in individual.

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

topics to be talked and to make other responds to what speakers says.

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

speaking English in class or out of the class.

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

good or acceptable pronunciation.

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

language, naturalize many case to language teachers.

B. Speaking is Productive Skill

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

speaker, the listener, the message and the feedback.

Speaking cannot be separated from pronunciation as it encourages learners to learn the

English sound.

C. Assessing Speaking

Assessment is an ongoing process that encompasses a much wider domain. Whenever a

student responds to a question, offers a comment, or tries out a new word or structure, the teacher

subconsciously makes an assessment of students’ performance. Written work-from a jotted down

phrase to a formal essay is performance that ultimately is assessed by self, teacher and possibly

other students (Brown, 2003:4).

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

classified in term of several types of speaking performance:

1. Imitative

At one end of a continuum of types of speaking performance is the ability to simply

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

conclude in the criterion performance.

2. Intensive

A second type of speaking frequently employed in assessment contexts is the production

of short stretches of oral language designed to demonstrate competence in a narrow band of

grammatical, phrasal, lexical of phonological relationship (such as prosodic element-intonation,

stress, rhythm, juncture). Examples of extensive assessment tasks include directed response

tasks, reading aloud, sentence and dialogue completion limited picture-cued task including

simple sequences and relationship up to the simple sentence level.

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

request and comments and the like.

D. Technique of Teaching Speaking

Harmer (in Tarigan, 1990: 13) writes that when teaching speaking or producing skill, we

can apply three major stage, those are:

1. introducing new language

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

the meaning of the expression used in the text.

Other technique used for teaching speaking:


1. information gap by using pictures

2. by using photographs

3. by using song

4. by using mysterious thing

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

Submitted by Wachid Amiruddin di Senin, Januari 14, 2013


this file presented by: Nashihatur rosyidah (MANY THANKS FOR HER)

I. RESEARCH TITLE

The Effectiveness of Debate in Improving Student’s Speaking Ability at Twelveth Grade of

SMAN 3 Ponorogo in Academic Year 2012/2013.

II. Background of Study

English is an international language. It the first foreign language taught to secondary

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

English is used as a means of oral and written communication.

As stated in syllabus. The objective of teaching English for Senior High School is make

improvements on communicate in English through listening, speaking, reading and writing.1[1]

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

also understand it and can learn to read it with relative ease.3[3]

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

formal classed such as an extracurricular activity.

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

technique in assessing student’s speaking skill.

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’s speaking ability.

4[4] www.haarr.wordpress.com.itisaccessedonJuni, 14th 2010.


In Indonesia, English debating competition has been one kind of competitions to motivate

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

and speaking skills at the students.

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

of debate in improving student’s speaking ability at twelveth grade of SMAN 3 Ponorogo in

academic year 2012/2013.

III. Identification of the Problem

From the background of the study there are lots of problem concerning with the speaking

skills. Those problem can be stated as follow:

a. The student’s had low activeness in teaching speaking.

b. The students were difficult to explore their idea and speak fluently.

c. The students had low achievement in teaching speaking.

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

twelfth grade of SMAN 3 Ponorogo in academic year 2012/2013.

This research will use Standard competence as follow’’ Mengungkapkan pendapat dalam

kelas debat’’.

Base competence that will be used in this research is ‘’Mengungkapkan

argument,pendapat,sanggahan,dan tanggapan saat debat berlangsunga’’

In this research especially for indicator, the researcher hopes that the students are be able

to use grammar, vocabulary, pronounciation, in improve their speaking ability.

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.

VI. Statement of the Problems

Regarding to the background to the study the problem statements are formulated into:

1. Is debate effective in improving student’s speaking ability.


2. Is there significant relation that the use of debate method in improving student’s speaking

ability?

VII. Objectives of the Study

1. To find out weather debate method is more effective than the other methods in improving

student’s speaking ability.

2. To explore that debate is significance to improving students speaking ability.

VIII. Significance of the Study

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

the English teacher of SMAN 3 Ponorogo.

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

observing the effectiveness of this method from other points of view.


IX. Review of Related Literature

1. Theoretical Background

A.Speaking

a. The nature of 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

express sequence in ideas fluently.6[6]

Speaking consists of producing systematic verbal utterances to convey meaning

(Utterances are simply things people say). Florez point out that speaking is an interactive process

of constructing meaning that involves producing, receiving and processing information. It is

often spontaneous, open-ended, and evolving.7[7]

It means that speaking is the ability of somebody to express or to give ideas using verbal

communication to communicate with others spontaneously. And it involves producing, receiving

and processing information.

b. The characteristic of successful speaking

The characteristic of successful speaking activirt as stated by Penny Ur name:8[8]

a. Learners talk a lot as much as possible of the period of time allotted to the activity is in fact

occupied by the learner talk.

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

something new to say about it.

d. Language is of an acceptable level, learners express the in selves in utterances that are relevant,

easily comprehensible to each other, and of an acceptable level of language accuracy.

In order to success students speaking ability, students need to have ability to talk a lot,

participants to talk, motivations and language acceptable level.

c. The assessments of speaking

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 assessment of speaking is states as follows:

a) Pronunciations and intonation

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]

b) Accuracy and fluency

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

to define what mean by “fluency”.11[11]

1) Hesitation consisting of pauses, witch can be unfilled (silence) filled (with noises like “erm”.

2) Repeating syllables or word

3) Changing words

4) Correcting the use of coherent save devise, particularly pronouns.

5) Beginning in such a way that grammar predicts what comes

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

informal speaking wpuld probably need to include the following items.12[12]

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.

12[12] Scot Thombury, How to teach speaking (Longman: London), 34.


3) A knowledge of the most frequently occurring modal and semi modal verb (I, e, can, will,

would, have to going to, used to).

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

Comprehensions is an exercise aimed at improving or testing students understanding of

language (written or spoken).

It explains that to maximize students speaking opportunities in order to success students

speaking ability, there must be the assessment include students pronunciation and intimation,

accuracy and fluency, grammar and students comprehensions.

B. Teaching

1. Definition of teaching

Teaching is a system involves components influence one another systematically. This

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

mengajar media (alat peraga), pengorganisasian kelas, dan evaluasi)13[13]

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

definition of teaching is on and on development and achievement. According to his definition,

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

students. Teaching involves of purpose of teaching, students in learning, teacher in teaching,

teaching tolls, assessment and teaching situation.

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,

and society relationship.

4. Teaching is the process of education. Teaching activity aims to achieve the purpose of

education .14[14]

2. Principles for Teaching Speaking

1) Be aware to the differences between second language and foreign language learning contexts.

2) Give students practice with both fluency and accurary.

3) Provide opportunities for students to talk by using group work of pair work, and limiting teacher

talk.

4) Plan speaking tasks that involve negotiation for meaning.

Design classroom activities that involve guidance and practice in both transactional and

interaction speaking

3. The natural of debate

a. The definition of debate

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 an individual or group using debate to convince others to agree with them.15[15]

b. The Implamantation of debate

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

issue addressed.16[16] Here are the steps of debate:17[17]

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

opportunity to prove their point.18[18]

b. Develop a very controversial question relating to the material

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

convincingly as you can for the sake of the arguments)19[19]

d. Create two four-groups within each group of debate

15[15] http:/www.iselt,org/ijthe.it.is accessed on 30 okt 2012

16[16] J. Michael o’ Malley Authentic assessment for faslis language learners, 1996, 87-89.

17[17] Hisyam zainy,Bermawy Munthe, Sekar ayu,strategi pembelajaran aktif di perguruan


tinggi(CTSD),36-38.

18[18] Ganesha, English debating Workshop, How to Debate(YESC,SMAN 1 Ponorogo;2003),

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.

At the end the discussion, each sub-group chooses a speaker.

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

views. This process is called an opening argument.

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

better to choose a new spokesperson.

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

proposal, argument, or rebuttal.

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.

4. The advantages od debate

According to Ruth Kennedy, Blooming University of penssuylvania, the benefits of in

class-debate are:20[20]

a) Students learn more effectively by actively analyzing, discussing, and applying content in

meaningful ways rather the by passively absorbing information.

b) It cultivates the active engagement of students, placing the responsibility of comprehensions on

the shoulders of the students.

20[20] http:/www.iselt,org/ijthe.it.is accessed on 30 okt 2012


c) Students place a hanger value on learning by participating than on learning by being lectured at

and receiving information’s passively.

d) It is better to be development of students hinger order thinking skills than traditional

instructional strategies such as lecture.

5. Previous study

Before the researcher will hold this research the researcher studied previous research as

follow:

Puspitasari, Armyta. 2010. The Implantations of Debate in Improving student’s speaking

a bility (case study) at SMAN 3 Ponorogo In Academic Year 2009-2010 A Thesis, English

Education Departement Faculty of Education state Islamic College of Ponorogo (STAIN

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

Ponorogo in academic year 2012/2013.


X. Research Methodology

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

two groups. It involves pre and post test then observation

B. Populations and sample

1) Populations

Population is the research object as a target to get and collect data.21[21] Populations of

this study is all of students of SMAN 3 Ponorogo in academic year 2012/2013.

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

Ponorogo in academic year 2013/2013.

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

The independent variable of this study is debate method.

2) Dependent variable

The dependent variable of this study is student’s speaking ability.

D. Instrument of data collection

- Observation

R. Murray Thomas Offers an idea, “ Gathering Inforemation by means of observation

involves watching or listening to the events than recording what occurred.23[23]

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

use of field notes to respond to the research question.24[24]

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

classifying the phenomenon.

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

recording what occurred.

- 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.

Documentation is used to collect data whit document and record.

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

Ponoorgo in academic year 2012/2013.

- Questioner

Questionary is a printed lis of question to be answer by a number of people, especially as

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:

a) Item number 1 and 2

The question include students opine about English language. In general.

b) Item number 4

Students effort in improving their capability in English

c) Item number 4

Students opinion about speaking in general and school facilities to support the program

d) Item number 7

The question about students participation in the program.

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,

problem solving, critical thinking empathy and confidence.

f) Item number 15

Question about students suggestion for the program.

E. Technique of data analysis

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

responses from teaching activities by using debate method.

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

with 5 % significance level or 1% significance level with this formula as follow:

1. Determining mean of deviation

2. Determining of T-test

Notes:
To = T-observation

Md = mean of definition post-test and pre test

∑x2 d = sum of definition degree

N = subject

d = gain

(N-1) = d.b = degree of freedom27[27]

27[27]Retno, Widyaningrum.STATISTIKA(Pustaka Feliche: 2011)

THE EFFECTIVENESS OF DEBATE

IN IMPROVING STUDENTS’ SPEAKING ABILITY

AT TWELVETH GRADE STUDENT OF SMAN 3 PONOROGO

IN ACADEMIC YEAR 2012/2013

Proposal of the Final Project

Presented to

State Islamic College of Ponorogo in partial fulfillment of the requirement

for the assignment of Research Lesson in English Language Education supervised by Tintin Susilowati,
M.Pd
XI. Organization of the Proposal

The proposal consist of three chapters as follow:

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,

theory of teaching and teaching speaking, and theory of debate.

Chapter 3 : Research methodology. This chapter consist of research design, population and

sampel,variables, instrument of data collection, and technique of data analysis.

By

NASHIHATUR ROSYIDAH

NIM : 210910017

FACULTY OF EDUCATION

ENGLISH EDUCATION DEPARTMENT

STATE ISLAMIC COLLEGE OF PONOROGO

2012
REFERENCES

AR. Syamsuddin and Damaianti, Vismalia S. metode Penelitian Pendidikan Bahasa (PT Remaja

Rosda Karya. Bandung, 2006.

David Nunan. Language teaching methodology. Longman: Malaysia, 1991.

Ghanesa, English Debating workshop, how to debate (Yesc, SMAN I Ponorogo, 2003.

Glenn Fulcher. Testing school language speaking person longman: London, 2003.

http://www.isetl/prgistle.itisaccesedon, Oktober 2012.

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.

O’malley Michael. Authentic Assasement for English language learners.

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.

Scott Thorn Busy. How to teach speaking Longman: London.

Thomas R. Murray, Blendering Qualitative and quantitative research methods in theses and

dissertatiuons . carwin press: USA, 2003.


Widianingrum, Retno. Statistika . Pustaka Felicha. Yogyakarta, 2011.

www.haarr.wordpress.com.itisaccessedonJuni, 14th 2010.

Zaini, Hisyam, dkk. Strategi Pembelajaran Aktif di perguruan Tinggi (CTSD)

The Implementation of Debate in Teaching Speaking at Eleventh Year


Students of SMA Negeri 2 Rembang in the Academic Year 2011/2012

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.

1.1 Background of the Study


English is the most important language in the world. It is one of the International languages.
Therefore, it becomes a mean of communication among people in the world. So, it is very
important for us to learn English. If we use English correctly, we have to learn the language itself
(Linguistic Competence) and how to practice English oral or written communication (Linguistic
Performance). When we practice English in communication, we have to know the knowledge of
the language. On the contrary, it is useless if we know the knowledge without practicing in real
communication.

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.

“Speaking is an interactive process of constructing meaning that involves producing and


receiving and processing information” (Brown, 1994; Burns & Joyce, 1997). Its form and
meaning are dependent on the context in which it occurs, including the participants themselves,
their collective experiences, the physical environment, and the purposes for speaking. It is often
spontaneous, open-ended, and evolving. However, speech is not always unpredictable.
Language functions (or patterns) that tend to occur in certain discourse situations (e.g., declining
an invitation or requesting time off from work), can be identified and charted (Burns & Joyce,
1997). For example, when a person asks, “May I help you?” the expected discourse sequence
includes a statement of need, response to the need, offer of appreciation, acknowledgement of
the appreciation, and a leave-taking exchange. Speaking requires that learners not only know
how to produce specific points of language such as grammar, pronunciation, or vocabulary
(linguistic competence), but also that they understand when, why, and in what ways to produce
language (sociolinguistic competence). Finally, speech/speaking has its own skills, structures,
and conventions different from written language (Burns & Joyce, 1997; Carter & McCarthy,
1995; Cohen, 1996).

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.

Generally, 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 other word, can be defined that
debate is an excellent activity for language learning because it engages students in a variety of
cognitive and linguistic ways.
It means that, using debate in teaching is a strategy to improve verbal communication and
critical-thinking skills. Debate is presented as a valuable learning activity for teaching critical
thinking and improving communication skill. Debating is an effective pedagogical strategy
because of the level of responsibility for learning and active involvement required by all
students’ debaters (http://ncbi.nlm.nih.gov/pubmed/18173892, accessed on June, 22 2011).
“Debate can motivate students’ thinking, moreover if they must defend their stand or opinion
which is in contradiction with conviction themselves” (Maryadi, 2008: 16)

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)

1.2 Statement of the Problems

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?

1.3 Purposes of the Study

This study examined about:


1. To describe the effect of implementation debate in teaching speaking toward the students’
speaking skill.
2. To describe the strengths and weakness of teaching speaking by using debate technique.

1.4 Significance of the Study

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:

1.5 Limitation of the Study

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.

1.6 Definition of the Key Term

1. Implementation : Implementation is the carrying out, execution, or practice of a plan, a


method, or any design for doing something. (SearchCRM.com Definitions)
2. Debate : Technique which involves two or more speakers, discussions certain topics,
give their point of view opinions, thoughts, and fact. Then giving respond to relevant questions
or comment from other in the class. (Mabrur, 2002: 5)
1. Teaching : Showing of helping someone to learn how to do something, giving
instruction, guiding in the study something, providing with knowledge, causing to know
or understand (Kasihani, 1993: 9)
2. Speaking : Speaking is an interactive process of constructing meaning that
involves producing and receiving and processing information.

(Brown, 1994; Burns & Joyce, 1997)

CHAPTER II

REVIEW OF RELATED LITERATURE

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.

2.1.1 Definition of Speaking

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.

2.1.2 Importance of Speaking

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.

2.1.3 Speaking Proficiency Measurements

To know the progress of the students after doing the debate, their debate proficiency will be
measured using Oller’s speaking proficiency measurements.

Accent

1) Pronunciation frequently unintelligible

2) Frequent gross errors and very heavy accent make understanding difficult, require frequent
repetition.

3) Foreign accent requires concentrated listening and mispronunciations load to occasional


misunderstanding and apparent errors in grammar or vocabulary.
4) Marked foreign account and occasional mispronunciation which do not interfere with
understanding

5) Non conspicuous mispronunciations, but would not be taken for a native speaker.

6) Native pronunciation with no trace of “foreign accent”

Grammar

1) Grammar almost entirely inaccurate except in stock phrases.

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.

5) Few errors, with no patterns of failure

6) No more than two errors during the interview.

Vocabulary

1) Vocabulary inadequate for even the simplest conversation.

2) Vocabulary limited to basic personal and survival areas (time, food, transportation, family,
etc)

3) Choice of words sometimes inaccurate, limitations, vocabulary prevent discussion of some


common professional and social topic.

4) Professional vocabulary adequate to discuss special interest general vocabulary permits


discussion of any non technical subject with some circumlocution.

5) Professional vocabulary broad and precise; general vocabulary adequate to cope with
complex practical problems and varied social situations.

6) Vocabulary apparently as accurate and extensive as tat of an educated native speaker.

Comprehension

1) Understands too little for the simplest type of conversation


2) Understands only slow, very simple speech on common social and touristic topics; requires
constant repetition and rephrasing.

3) Understands careful, somewhat simplified speech directed to him, with considerable


repetition and rephrasing

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.

6) Understand in everything in both formal and colloquial speech to be expected of an


educated native speaker.

2.2 Teaching Speaking

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:

1) They have nothing to say.

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.

2.2.1 Techniques of Teaching Speaking English

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.

2.2.1.2 Information Gap

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:

 Diamonds: Earning money


 Hearts: Love and relationships
 Spades: An unforgettable memory
 Clubs: Best teacher

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:

 Is money important in your life? Why?


 What is the easiest way of earning money?
 What do you think about lottery? Etc.

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).

2.2.1.7 Role Play and Simulation

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.

2.2.1.8 Story Completion

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.

2.2.1.10 Using Debate Technique

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)

2.3 English in Indonesia Curriculum

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.

2.4.1 Forms of Debate

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:

2.4.1.1 Parliamentary (Parli Debate)

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.

2.4.1.2 Mace 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.

2.4.1.3 Public Debate


The International Public Debate Association (IPDA), inaugurated on February 15, 1997 at St.
Mary’s University (Texas) in San Antonio, Texas, is a national debate league currently active in
the states of Arkansas, Louisiana, Kansas, Alabama, Texas, Mississippi, Tennessee, Washington,
Oregon, Idaho, Florida, and Oklahoma. Among universities, IPDA is the fastest growing debate
association within theUnited States. Although evidence is used, the central focus of IPDA is to
promote a debate format that emphasizes public speaking and real-world persuasion skills over
the predominate use of evidence and speed. To further this goal, IPDA predominantly uses lay
judges in order to encourage an audience-centered debate style. Furthermore, although the main
goal of the debater is to persuade the judge, IPDA also awards the best speakers within each
tournament.

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.

2.4.1.4 Australasia Debate

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.

2.4.1.5 Presidential Debate

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.

2.4.1.6 Online Debate

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.

2.4.1.7 Comedy Debate

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.

2.4.2 Debate and Education

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.

2.4.3. The Process of Debate

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

The Effect of english debate activities to students' speaking competence in


islamic senior high school 1 sungai penuh kerinci

CHAPTER I
INTRODUCTION

A. Background of The Problem

The use of English as an international language plays a significant role in globalization era. At the

present time, we are required to be able to communicate in English. Meanwhile, Indonesian

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).

English is not a second language in Indonesia, it is considered to be a foreign language. English is

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

learning process is not interested to the students.

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

Average 57,5 61,25 63 56,25 66,5 57,6

Notes: The Standard of Students Ability is >68

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

in the table above, the students’ competence in speaking is only 57,6.

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

discussion, debate, song, games.

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

School 1 Sungai Penuh-Kerinci”


B. Identification of Problems

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.

C. Limitation of the Problem.

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

activities to improve students’ abilities in speaking, especially in pronunciation, vocabulary and

fluency.

D. Formulation of the Problem

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?

2. How do the students’ respond to the practice of English debate?

E. Purpose of the Research


The purposes of this research are

1. To investigate the aspects of speaking skills that can be improved through English debate.

2. To describe the students’ respond to the practice of English debate.

F. Significance of the Study

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.

G. Definition of the Key Terms

To ovoid the misunderstanding of the definition of the terms, the researcher classified into several

term, they are:

1. Effect is change which is produced after using something

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.

They are affirmative and negative.

CHAPTER II

REVIEW OF RELATED LITERATURE


In this chapter, the researcher discusses about Speaking (concept of speaking, Component of

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

communication. Widdowson (1984:58) adds that communication through speaking is performed

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

something and he is interested in the communicative purpose of what is being said.

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.

Penny Ur (1991:201) says that Characteristics of a successful speaking activity

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.

2. Participation is even. Classroom discussion is not dominated by a minority of talkative


participants: all get a chance to speak, and contributions are fairly evenly distributed.

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.

4. Language is of an acceptable level. Learners express themselves in utterances that are


relevant, easily comprehensible to each other and of an acceptable level of language
accuracy.

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;

requires a subject to respond to speech as well as to initiate it.

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

speaking such as: pronunciation, grammar, vocabulary, fluency, and comprehension.


2. Component of Speaking

Harris (1974: 81) Five Components Of language that influence speaking ability. They

are:

1. Pronunciation

Pronunciation is very important in speaking if we do not appropriate pronunciation it can

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

word, grammar is important role to master the spoken of the language.

3. Vocabulary

Mastering vocabulary is first step to speaking English if we do not master vocabulary we can

not utterance what is our purpose.

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

complete sentences as opposed to fragment. Informal speech is characterized stylistically by

omission, elisions, reductions and sometime, a faster speaking rate.

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

convey information and ideas.

Brown and Yule (1999:23) there are two primary function of spoken language:

transactional-to convey information-and interaction to establish and maintain social relation.

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

relations. Halliday s second component of language, the ideational, corresponds to a function of

language quite different from its use for social relations. This is the use of language to express

content and to communicate information. It is an essential aspect of most real-life situations,

whether in study or in business, professional, or most other work contexts.

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

The goal of teaching speaking is to improve students communicative skill.

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

language teaching, Brown (1994:271-272) type of classroom speaking performance, Brown

(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

teacher in planning speaking instruction Brown (1994:271-272) state as follow :

1. Imitative

of this kind is carried out not for the purpose of meaningful interaction, but for focusing on

some particular element of language form.

2. Intensive

Intensive speaking goes one step beyond imitative to include any speaking performance that is

designed to practice some phonological or grammatical aspect of language.

3. Responsive

A good deal of the students speech in the classroom is responsive : short replies to teacher or

student-initiated question or comment.

4. Transactional (dialogue)

Dialogue conducted for the purpose for the purpose of information exchange such as

information-gathering interview, role play or debate.

5. Interpersonal (dialogue)
Dialogue to establish or maintain social relationships, such as personal interview or casual

conversation role play.

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

techniques. It is important guide the teacher in planning speaking instruction as follows :

a) Use techniques that cover the spectrum of learner needs, from language based focus on

accuracy to message based focus on interaction, meaning, and fluency.

b) Provide intrinsically motivating techniques.

c) Encourage the use of authentic language in meaning full contexts.

d) Provide appropriate feedback and correction.

e) Capitalize on the natural link between speaking and listening.

f) Give students opportunities to initiate oral communication.

g) Encourage the development of speaking strategies.

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

dialogue-often receive top billing in the manipulative phase of language learning. In

repeating dialogue, the students practice pronunciation and memorization and it can help

the students develop fluency in English.

2) Small-group discussion : small-group discussion is excellent way to give students

opportunities to speak English.

3) Debate : debate helps students speak more fluently and during a debate they can represent

their feelings on an issue.

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

utterance produced by her. Substitution ; substitution of a word, phrase, or sentence by another


is which helps students to produce new utterances and to develop speaking skill. Eliciting ;

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

speaking in the relatively safe environment of the classroom. Simulation ; Simulation is

more elaborate than role play. In a simulation, props and documents provide a somewhat

realistic environment for language practiced. Contact Assignments ; Contact assignment

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

target language. Brainstorming ; The good characteristic of brainstorming is that 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

used in content area classrooms than in ESL classroom.

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

in this research, the researcher use debate technique in teaching speaking.

6. Evaluation of speaking
There are some kind of for English speaking test. According to brown and Yule (1999:104),

weir (1990:177), Huges (

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

their use in referring to a decision-making process may be outlined as follows:

1. In debate, participants argue for and against the pre-fixed proposition. In discussion,

participants look for a solution to a problem.

2. Consequently, debate considers two alternatives, while discussion considers multiple

alternatives.

3. Debate is usually regulated by strict rules about the time and order of speeches. Discussion is

conducted more freely with less formal rules.

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,

to make children able to participate in everyday conversation with their interlocutor.

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.

(http://www.lessonplans4teachers com/debate.php Retired on January 25, 2009 at 16:35 )

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

According to some experts There are some advantages of debate such as :

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

research skill (Timothy steward and Gene Pleisch, 1998).

b) Intellectual training to cultivate abilities to analyze a problem, to make logical claims, to

find fallacies, to understand opinions different from one's own, and to do research.

Thompson (1971)

c) Communication training to learn effective ways of constructing arguments, of speaking in

public, and in critically listening to other people's speech. Thompson (1971)


d) Training in cultivating desirable attitudes such as interests in social problems, fair play,

and cooperation. Thompson (1971)

e) Debating is a way of arguing constructively. Through debating, students can: develop

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;

develop speaking and listening skills. (Mowbray & George: 1992)

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,

analytically and constructively; through debate they will be sportive. Widyaiswara in

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

when their argument push by opposing party.

C. Conceptual Framework

The scheme of the research is described completely below:


Students Teaching Speaking Process Teacher

Conventional

English Debate
Activities

Treatment No treatment
D. Relevant Study
Fluency

Related Researches had been

done several times in different

aspect of language speaking

strategies. First, Research was

done by Riskandi (2007) title

“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

motivation at the second year of SMK N 1 Bangko.


Second, Azma (2008) also had done a research entitle “Improving students’ speaking skill through

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

improvements are activation of students’, background of knowledge, controversial topic, giving

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 is taught by using conventional technique..

The design of this research can be seen in this formula:

Group A X O
Group B O

Where : A : Experimental group

B : Control group

X : Teaching by English Debate Activities

O : Post-test

B. Population and Sample

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

different significant, they are XI IA 2 (47, 30) and XI IA 3 (47,20).

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

representative enough to be the sample of this research.

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

(advisor and English teacher at the school).


Second instrument is observation. Observation is used to know the teacher ability in learning

process. The last is questionnaires, this questionnaires is to know the students respond in teaching

speaking through debate activities.

D. Technique of Data Collection

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

about the score.

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

activities. This test given the end of study.

The writer used Haris's criteria in Finochiaro (1983:266) in scoring the students' speaking because it

will be easy for writer to score the students speaking;

I. Pronunciation

(5). Speak with few (if any) traces of “foreign accent.”

(4). Pronunciation understandable, but one is always conscious definite “accent.”


(3). “Foreign Accent” necessitates concentrated listening and lead to occasional

misunderstanding. Word and sentence must sometime be repeated.

(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.

(1). Definitely hard to understand because of sound, accent, pitch difficulties.

(0). Pronunciation would be virtually unintelligible to “the person in the street.”

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

not, however, obscure meaning.

(3). Meaning occasionally obscured by grammatical and/ or word order errors.

(2). Grammatical usage and word order definitely unsatisfactory; frequently needs to rephrase

constructions and/or restricts him/herself to basic structural pattern

(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

man in the street.”

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.

(2). Frequently uses wrong words; speech limited to simply vocabulary.

(1). Misuse of words and very limited vocabulary make comprehension quite difficult

(0). Vocabulary is inadequate for even the simplest conversation.

IV Fluency

(5). Speed speech and sentence length Are those of a native speaker

(4). Speed of speech seems to be slightly affected by language problems.

(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

a. The teacher present the topic for debate

b. The teacher present the list of vocabulary of expressing disagreement and debate language,

Such as :

a) I agree …….

b) I disagree…….

c) I understand your point, however……

c. A weeks before the debates, students given the topics.

d. Divide class into group/team : pro and con

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

moderator for first debate.

g. On the day of the debate, Arrange the position of debaters before debate is started

h. Doing debate

 Opening the activity (moderator)

 Presenting speech and rebuttal argument (debating)

 The first speaker of the pro team

 The first speaker of the con team

 The second speaker of the pro team

 The second speaker of the con team

 The third speaker of the pro team

 The third speaker of the con team

 The teacher controls the debate if student have problem

 The teacher lists key argument from pro and con

 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.

b. The teacher adds the summary from their debate.

1. Control class

1) Pre-teaching activities

a. Greeting

b. Check attendance

c. Apperception

d. give motivation

2) whilst-teaching activities

a. the teacher write a topic on the whiteboard explained it clearly

b. the teacher asks student’s opinion about the topic

c. the teacher list key argument

d. the teacher gives material to student

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.

F. Technique of Data Analysis

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

control group. The formula of t-test is as follow Sudjana (1989 : 239).

Where :

t = the value of t-obtain

= mean score of experimental group

= mean score of control

= number of subjects in experimental group

= number of subjects in control group

= standard deviation of experimental group


= standard deviation of control group

= 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

of freedom (N1-1) + (N2-1)

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

alternative one is not accepted (t-table) t-obtained.

BIBLIOGRAPY

Arikunto, S. 2001. Dasar-dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara

Azma. 2008. Improving students’ speaking skill through debate at grade X II IS 2 of SMA Negeri I
Pasaman. Thesis. Padang unpublished.

Brown, G and yule, G. 1999. Teaching Spoken language : An approach based on the analysis of
conversational English. Cambridge : Cambridge university press.

Branham, Robert and meany, john rhetoric and director of debate bates college and director of forensics
Claremont mc kenna college 1998. Parliamentary Debate.
//httpdebate.uvm.edumeanyparli.html. retrieved January 12, 2009 at 21:34

Clark, H and Eve Clark 1977. Psychology and language : an introduction to psycholinguistic. New York
Harcourt brace Jovanovich

Dobson, M Julia. 1987. Effective techniques for English conversation groups. Washington
Finochioaro, Mary. 1983. Foreign Language Testing; A practical Approach. New York: Regent Publishing
Company.

Finochiaro, Mary and Michael Bonomo.1973. The Foreign Language Learner : a guide for teacher. New
York : regent publishing company

Gay, L. J. 1987. Educational Research: Competences Analysis and Application. Columbus: Merill
Publishing Company

Harmer, Jeremy 1990 the practice of English language teaching. New York : Longman inc.

Harris, D.P 1994. Testing English as a Second Language. New York . Mc.Grow hill.

Halvorsen andy 2005. Incorporating critical thinking skills development into ESL/EFL course.
http://iteslj.org/Techniques/Halvorsen-CriticalThinking.html Retrieved January 24, 2009 at 10:46

Inoue, N. 1996. Tradition of Debate In Japan

http://www.rc.kyushu-u.ac.jp/%7Einouen/deb-trad.html retrieved Augustus 16, 2008 at 20:23

J. Michael O’Malley and L. Pierce 1996. Authentic assessment for English

language learner : practical approaches for teacher. Addison : Wesley Publishing Company

Krieger, Daniel 2007. Teaching debate to ESL students : a six-class unit. http://iteslj .
org/Techniques/Krieger-Debate.html Retrieved January 24, 2009 at 10:46

Kayi, hayriye 2006. Teaching speaking activities to promote speaking in a second language.
http://iteslj.org/Articles/Kayi-Teaching Speaking.html Retrieved January 24, 2009 at 10:46

Lawtie, Fiona 2007. Teaching speaking skill: 2- overcoming classroom problem.


http://www.teachingenglish.org.uk/think/speak.html Retrieved January 24, 2009 at 10:46

Mead, Nancy A and Donal L Rubbin. 1995. Assessing Listening And Speaking Skill. ERIC DIGEST.
hhtp://www.ericdigests.org/pre-923/speaking.htm. retrieved September 12, 2008.

Mowbray and George 1992. Modul 7 : the Art of debating.


http://www.gaskedgov.sk.ca/does/comma20/mod7.html retrieved January 24, 2009 at 10:46

Nunan, David 2003. Practical English Language Teaching. New York : Mc Graw

Hill
Renkema, J. 1993. Discourse Studies : An Introductory Texbook. Amsterdam: John Bejamin Publishing
Company

Riskandi. 2007. Improving Student Speaking Skill and Motivation Through English Debate Activities at
SMK NEGERI 1 Bangko. Unpublished Thesis.

Sudjana. 1989. Metode Statistika. Bandung: Tarsito

Shumin, Kang. 1997 Factor To Consider : Developing Adult Efl Students’ Speaking Abilities. (July-
September 1997) http://exchanges.state.gov/forum/vols /vol35/no3/p8.htm. retrieved
September 12, 2008 at 20:05

Stewart, T AND Pleisch, G 1998 Developing Academic Language Skill And Fluency Through Debate.
http://www.language.hyper .chubu.ac.jp/jalt/pub/tlt/98/okt/steward.html. retrieved
September, 15 2008 at 20:05

Thirumalai, M.S 2002. An Introduction to TESOL : Teaching English to speakers of other language.
Language in indie. http://www.languageinindia.com/april2002/tesolbook.html#chapter5
retrieved October 20, 2008 at 20:05

Widdowson, H. G. 1984. Teaching Language as Communication. London: Oxford University Press.

Вам также может понравиться