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example’ which had aimed to give samples both in actual situations and in some scenarios to arrange. It helped the debaters to rebut the other team’s idea by
giving examples so that their arguments were seen as strong arguments and they could win the debate.
Lastly, the gambit ‘let’s…’ was aimed to offer suggestion during the discussion. When the speakers used this gambit in their speeches, they had
attracted the audiences and the adjudicators to pay attention to them. These gambits were to show that it was the speakers’ turn to have speech
in front. They used these gambits to attract the audiences and the adjudicators’ attention by offering suggestion, sharing confidence, giving reasons, and giving
examples.
3. Showing state of consciousness
According to Keller 1979 this function was r elated to the speakers’
readiness to receive information, opinions, and emotions. Moreover, it required the consciousness of the speaker to respond to the certain argument. Referring to
those characteristics, the responding gambits suited this function. In this study, the debaters used some of responding gambits expressions. The gambits that were
used to show the state of consciousness in the debate were ‘we don’t think that’,
‘we agree, but’, ‘we agree that’, and ‘yes, but’. As it was functioned to show state of consciousness, these gambits were meant to state agreement and disagreement
about the certain idea. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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As the example, the gambits ‘we don’t think thatso’, ‘we agree, but…’,
and ‘yes, but…’ was merely to show disagreement on certain idea. They took information sharing when the speakers used these gambits in their utterances. It
was because when the speakers disagreed with certain idea, it meant that the speakers had other information which considered as the better one.
Meanwhile, to state their agreement to the certain idea, the debaters used the gambit ‘we agree that’. In this case, there was no sharing information on the
certain idea because the speakers were showing agreement to the idea stated before. However, the information shared in this case was that the speakers
intended to stand on the side of opposition in some ways. This conversation gambits function was to indicate the action and the
reaction that the speakers took after receiving the information. This was how the speakers responded to the certain idea. In short, the responses to the information,
idea, opinion, or emotions were shown by stating agreement or disagreement to the ideas delivered in the speeches.
4. Acting as communication control
Acting as communication control meant the speakers were used some gambits to check the listener whether they received the message. Moreover, it also
dealt with giving pauses without having silence while having a speech Keller, 1979. In this study, the debaters used gambits such as
‘you know’ and ‘umm’ as the means of communication control. Those gambits had purpose to maintain
speech. They were aimed to replace the pauses while having speech so that while PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
81
the debaters thought of what to say they did not leave this speech in silence. Somehow, these gambits were also known as gap-fillers.
In this study, there was an additional gap-filler. It was the gambit “to begin
with” which was used by one debater for a lot of times in his speeches. Based on the data validation, this debater used this gambit unconsciously and it was only for
maintaining the speech without having any intention in using this gambit. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
82
CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
This chapter consists of two parts. They are conclusions and
recommendations. The conclusions are drawn based on the findings and the discussions of the study. Besides, the writer presents the recommendations for
those who are interested in conducting the similar study.
A. Conclusions
The objectives of this research are to indentify the gambits that are used by the debaters and the function of the used gambits in English debate activities.
After conducting the research and analyzing the result of the study, the researcher draws the conclusions of those findings.
The first conclusion deals with the first research problem that is which gambits the debaters use in English debate activities. Based on the analysis, the
writer found that all the debaters used opening gambits and linking gambits. However, there were only some of the debaters who used responding gambits in
their speeches. The opening gambits that the debaters used in English debate competitions
were ‘we think that…’, ‘we believe that …’, ‘firstsecondthird,…’, ‘let’s …’, ‘you know’, ‘to begin with’, ‘the problem is …’, and ‘they say’. These gambits
were meant to start the discussion by stating the arguments, opinions, or ideas in certain topic.
