THE EFFECT OF DEBATE TECHNIQUE ON GRADE XI STUDENTS’ ACHIEVEMENT IN SPEAKING.

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THE EFFECT OF DEBATE TECHNIQUE ON GRADE XI

STUDENTS’ ACHIEVEMENT IN SPEAKING

A Thesis

Submitted to PartialFulfillment of the Requirements for the Degree of SarjanaPendidikan

By:

DAUD HAMONANGAN HASIBUAN

Registration Number: 209321038

ENGLISH AND LITERATURE DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

STATE UNIVERSITY OF MEDAN

2016


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Declaration

Except where appropriately acknowledge, this thesis is my own work, has been expressed in my own words and has not previously been submited for assessment.

I understand that this paper may be screened electronically or otherwise for plagiarism.

Medan, Juni 2016

Daud Hamonangan Hasibuan NIM. 209321038


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i ABSTRACT

Hasibuan,Hamonangan,Daud. Nim 209321038. “The Effect of Debate Technique on Grade XI Students’ Achievement in Speaking”. A Thesis. Faculty of Language and Arts (FBS), State University of Medan (UNIMED). 2016.

This study aims to discover the effect of debate technique on grade XI students’

speaking achievement. It was conducted by using experimental research design. The population of this research was the elepent ( XI ) grade students of MA Swasta Robitotul Istiqomah Huristak. The samples of the research were two classes which consisted of experimental and control group which were chosen by using random sampling technique. They are consist of 57 students. The experimental group was taught by using Debate Technique, while the control group was taught without using Debate Technique. After analyzing the data, it was found that the value of tobserved was 0,13 with the degree of freedom (df)=55 at the level of significance a(0,05) = 2,004. It means that tobserved was lower than ttable (0,13>2,004). The result of this study showed that Debate Technique was notsignificantly affect on students’ speaking achievement.


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ACKNOWLEDGEMENT

First of all, the writer would like to thank to the Almighty Allah SWT for His blessings, so the writer is able to accomplish her thesis as a partial fulfillment of the requirements for the degree of Sarjana Pendidikan at the English Department, Faculty of Languages and Arts (FBS) in State University of Medan (UNIMED).

During the process of writing, the writer realizes that he can’t accomplish

without support from many people. The writer would like to express him sincere gratitude to:

Prof. Dr. Syawal Gultom, M.Pd., as Rector of State University of Medan.Dr. Isda Pramuniati, M.Hum., as Dean Faculty of Languages and Arts.

Prof. Dr. Hj. Sumarsih, M.Pd., as the Head of English Department, and him Thesis Reviewer.

Nora Ronita Dewi, S.Pd.,S.S., M.Hum., as the Head of Education Program of English Department and him Thesis Reviewer.

Prof. Dr. Sri Minda Murni, M.S., as him Thesis Supervisor

Drs. Masa Elia Ginting, M.Hum, as him Academic Consultant and Dra. Masitowarni Siregar, M.Ed. as him Thesis Reviewer.

Ahmad Riadi Fansuri Siregar, S.Pd I, as the Principal of MA Swasta Robitotul Istiqomah Huristak and Miss Suriati Harahap S.Pd., as the English Teacher who had helped him during the research in the school and also for Students in XI-IA 1 and XI-IA 2 class.

• The writer’s beloved parents, H. Kawi Larang Hasibuan and Hj. Hotna Sari Harahap., for their endless love, supports, motivations, and prayers during the

writer’s whole life, himbeloved young sister Isra Suna Hasibuan S.Pd., himbeloved young brothersAmrin Husin Hasibuan and Muktamar Ahmadi Hasibuan., for their supports and love. Him gratitude is also expressed to him beloved Grandmam and Grandpapa H. Jurmiah Harahap , H. Muhammad Harahap and also him uncles and aunts for their prayers and mental support, Alm. Azhar Hasibuan, Hafnida Asni Siregar, Ir. Yahya Hasibuan, Fatimah Syam Harahap, Imran Abbas Hasibuan, Dra. Dermawati Pohan Ahmad, Tabiran Hasibuan, Tiasli Hasibuan S.Pd, Bincaruddin Harahap, SE.


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Him motivator, Juli Rachmadani Hasibuan,Raja Ali Sahbana Hasibuan, thank for their motivation and support to persue a better future live in obtaining the SI Degree.

• All class members of Extention A 2009.

Himdear best friend, Sheila Mutia Ramud,Marissa,Eka,Hafizah,Meri,Arman. thanks for their support, suggestion, and help during the study in the English For Education Program and in finishing this thesis beside that. him close friends Kamalia Septiani Cahyani Harahapand Fanny Syafitri Siregar.And him whole life friends, Nur Jannah Hasibuan,Mayaldi Caesar Hasibuan,Yaumil Fauziah Hasibuan,Rahma Dewi Harahap,Ongku Oloan Hasibuan,Junita Efrianna Sari Harahap, who have given spesial support, love, encouragement and motivation to persue a better future live in obtaining the SI Degree.

Medan, Juni 2016 The Writer,

Daud Hamonangan Hasibuan NIM: 209321038


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TABLE OF CONTENTS

Page

ABSTRACT... i

ACKNOWLEDGEMENT... ii

TABLE OF CONTENT... iii

LIST OF TABLE... iv

LIST OF FIGURE... v

LIST OF APPENDICES... vi

CHAPTER I INTRODUCTION A. The Background of the Study ... 1

B. The Problem of the Study ... 3

C. The Objective of the Study ... 3

D. The Scope of the Study ... 3

E. The Significance of the Study ... 3

CHAPTER II REVIEW OF LITERATURE A. Theoretical Framework ... ... …… 5

1. The Concept of Speaking ... …….5

2. The Function of Speaking. ... 7

a. Talk as Interction... 7

b. Talk as Transaction ... 8

c. Talk as Performance... 9

3. Students’ Achievement in Speaking ... 10

4. Genre of the text ... 10

5. Analytical Exposition ... 11

a. Construction of Analytical exposition ... 12

b. Language feature of Analytical exposition 12 c. Generic structure of Analytical exposition 13 d. Example of Analytical exposition14 6. The meaning of Technique... 15

a. Defenition of technique ... 15

b.The kinds of technique ... 15

7. Debate Technique... 16

a. Steps for Debate Technique ... 17

b. Debate Technique ... 20

8. Applying Debate Technique in Speaking Class .. 23

a. Chosing a topic ... 23

b. Organizing of Debate Tehnique ... 23

c. Feedback ... 25

9. Advantagesand Disadvantages of Debate Technique ... 26


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b. Disadvantages of Debate Technique ... 27

c. Assessment of Speaking ... 27

B. Relevant study ... 30

C. Conceptual Framework ... 32

D. Hypotesis ... 32

CHAPTER III RESEARCH METHODOLOGY A. Research Desig ... 33

B. Population and Sample ... 33

1. Population ... 33

2. Sample ... 34

C. The Instrument of Collecting Data ... 34

1. Assesssment and scoring of speaking ... 34

D. Scoring System ... 36

E. The Validity and Reliability of Test ... 36

1.The Validity of Test ... 37

2. The Reliability of Test... 37

F. The Procedures of Research ... 38

1 Pre-test ... 38

2.Treatment ... 38

3. Post-test ... 38

G. Technique for Analysis Data ... 41

H. Statistical Hypothesis ... 42

CHAPTER IV DATA ANALYSIS AND RESEARCH FINDING A. Data ... 43

B. Data Analysis. ... 46

1. Analyzing The Data Using T-test ... 46

2. Testing the Hypothesis ... 46

C. Research Finding. ... 47

CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion... 49

B. Suggestion ... 49

REFERENCES... ... 51


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LIST OF TABLE

Table 2.1The Indicator Assessment ofSpeaking ... 28

Table 2.2Rubric for Speaking Assessment of Debate ... 30

Table 3.1Research Design ... 33

Table 3.2The Scole of Score ... 36

Table 4.1The Scenario of The Treatment for Exprimental Group.. 39


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LIST OF FIGURE


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LIST OF APPENDICES

Appendix AThe Score of Pre-test in Experimental class... 52

Appendix BThe Score of Post-test in Experimental Class... 53

Appendix CThe Score of Pre-test in Control Class... 54

Appendix DThe Score of Post-test in Control Class... 55

Appendix EThe Calculation of the t-test for Experimental Class... 56

Appendix FThe Calculation of the t-test for Control Class... 57

Appendix GThe Calculation of the t-table and t-observed... 58

Appendix HThe Percentage Points of the T Distribution... 60

Appendix ILesson Plan in Experimental Class... 61

Appendix JLesson Plan in Control Class... 79

Appendix KStudents’Test... 87

Appendix LStudent EvaluationTreatment... 90

Appendix M Trancript Speaking of Experimental Class ... 96

Appendix NDiary Notes... 100


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CHAPTER 1 INTRODUCTION

A. The Backround Of The Study

Speaking as a linguistic skill is often regarded to be a task that comes naturally to an individual. However, an effective and communicable discourse can only be realized by the awareness of the rules and strategy giving the specch events. It seems that the allocation of time is not sufficient in the instructional process of speaking activities. The students keep silent while the teacher monopolizes the class. Consequenly, the students are usually given few opportunities to practice speaking. Even worse, speaking has rarely been included in most English-Language tests. Therefore, it is no wonder that students use their ears and eyes more than their tongues. Speaking is regarded as a product skill besides writing. It is not easy to be able to speak fluently.

According to Chaney(1998), speaking is the process of building and sharing meaning through the use of verbal and non verbal symbol in varietry of context. In Indonesia English has been introduced since Junior High School in the 1950s. In this globalized era, it is introduced in some Elementary Schools. The instructional process is teacher-centered but now the shift has taken place and now it is student-centered. In the in instructional process, a teacher should give much time for the students to take focus in speaking. But, this situation rarely happens,


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so when students are asked to speak they have nothing to say because they are not train to do so. On the other hand, in the process of teaching speaking, students


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think that speaking is very difficult to be practiced. When a teacher asks them to express their opinions or ideas orally, most of them are afraid to make mistakes. It

has expressed concern with students’ in ability to have teamwork communication, an oral presentation skill. This situation makes them lazy to take part in speaking activities and because of this they get low score. It is proven by their ability in giving argument or communicating in English. .

This case also found by the researcher when the researcher was in field teaching practise or Program Pengalaman Lapangan (PPL) In 2012 on SMAN 1 BABALAN, Pangkalan Brandan. Most of the students of the six class (Tenth grade) feel got any troubles of how to speaks. Speaking is not difficult if one enjoys watching other speaking, read aloud and singing are two human activities that can be classified into speaking.

So the researcher is interested in trying to apply Debate Technique in this research. The debate technique is a discussion between some participants and they play the roles of one of the participants. In the the Debate Technique, students examine diffrent points of view or perspectives related to an issue. The researcher believes that Debate Technique is effective and interesting for the students to improve their speaking skill.

In accordance with the explanation to the explanation above, the researcher

would like to conduct a study on students’ speaking ability by using Debate Technique to increase the student’s speaking ability.


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B. The Problem of the Study

As related to the background of the study, the problem is formulated as follows:

“Is students’ achievement in speaking taught by using debate technique higher

than the students’ taught bylecture methhod?”

C. The Objective of the Study

The objective of this study is to investigate whether the students’ achievement

of the eleventh graders in MA Robitotul Istiqomah Padang Lawas year of academic of 2015/2016 in speakingtaught by using debate technique is higher than the students’

taught without deabte technique.

D. The Scope of the Study

The study is limited and focused on the use of Debate Technique in speaking,

especially to improve students’ achievement in speaking. And the process speaking refers to student’ perception toward DebateTechnique.

E. The Significance of the study

The finding of the study are expected to have both theoretrical and practiced importance in speaking as a process and product, especially the framework of speaking.

1) Theoretically, the findings of the study are expected to enhance the theories of speaking.


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a. English teacher. As a source of valuable information about how to

increase students’ speaking ability by using Debate Technique.

b. Students. Can have more information on how the selection of the interesting and effective media to improve their speaking ability.

c. Other researcher, as a reference material for the conducting of a more in


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49 CHAPTER V

CONCLUSION AND SUGGESTION

This chapter provides information about the conclusion of the research, and suggestion. The discussion of each point will be presented as follows.

A. Conclusion

The Debate Technique in teaching speaking Analytical Exposition text was effective when applied in the Eleven grade of MA Swasta Robitotul Istiqomah Based on the result of research, there was a significance difference in the achievement between students in class XI-IA 1 who were taught Analytical Exposition text through Debate Technique and students in class XI-IA2 who were taught Analytical Exposition text without using Debate Technique. The mean score of the experimental group was higher than control group (19.32 > 14.29). It was also proved by the result of t-test. The result of the t-test calculation also showed that t-observed value (3.12) was higher than t-table value (2.000) with α = 0.05 and df = 60. It means that Ha was accepted and Ho was rejected.

B. Suggestion

In the relation to the conclusion above, the writer points out some suggestion as following:

1) The English Teachers are suggested to apply Debate Technique in teaching learning process, especially in teaching speaking achievement because it can help student become easier in understanding the material and they were easy to remember the information of the text in long term memory.


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2) Students or English learners should be brave and always want to practice in speaking English because this strategy can help students to improve their achievement in speaking.

3) Other researchers who intend to use Debate Technique in teaching learning process; he or she is hoped to do the research by using another strategy and try to find another effective media, so it will enrich the research in improving students’ speaking achievement.


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REFERENCES

Brown, H. D. 2004. Languages Assessment: Principles and Classroom Practice. San Fransisco State University.

Brown, H. D. 2001. Teaching by Principle : An Interaction Approach to Language Pedagogy, (Second Edition). San Fransisco State University.

Bruedorn, H. 2001. Debate. New York: University Press.

Dogget, G. 2003. Eight Approaches to Language Teaching.The TESL Journal.

Retrieved January 16, 2013

From http: //tstu.ru/en/tgtu/science/st/pdf/2005/artemova.

Graves, E. A. 2008. Debate an Effective Teaching Method. Ohio: Ohio University Press: The Internet TESL Journal. Retrieved January 16, 2013 From http: //tstu.ru/en/tgtu/science/st/pdf/2005/artemova.

Harmer, J. 2001. The Practice of English Language Teaching, (Third Edition). Cambridge: University Press.

Hornby, A.S. 1994. Oxford Advance Learner’s Dictionary. New York: Oxford University Press.

Hall. D. 2011. Innovative Teaching to Exchange Critical Thinking and Communication Skills. The Internet journal. From http://ijahsp.nova.edu

Scott. S. 2005. Perception of Studdent’s Learning Critical Thinking Through Debate in Technology Classroom. The Internet TESL Journal. From

Jervis, L. 2002. Debate as a Teaching Strategy. The Internet TESL Journal.

Retrieved January 24, 2013


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Kountur, R. 2009. Metodologi Penelitian. Jakarta: Percetakan Buana Printing.

O’Brien, R. 1998. An Overview of The Methodological Approach of Action Research. University of Toronto. Retrieved January 28, 2013

Fromhttp://www.economics.ltsn.ac.uk/advice/roleplay.htm

Rich, J. C. 2001. Developing Classroom Speaking Activities: From Theory to Practice. The Internet TESL Journal. Retrieved February 10, 2013

Fromhttp://itesl.org/Article/Jack-Interaction.html

Woodward, T. 1991. Models and Metaphors in Language Teacher Training. Cambridge: Cambridge University Press.


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B. The Problem of the Study

As related to the background of the study, the problem is formulated as follows: “Is students’ achievement in speaking taught by using debate technique higher than the students’ taught bylecture methhod?”

C. The Objective of the Study

The objective of this study is to investigate whether the students’ achievement of the eleventh graders in MA Robitotul Istiqomah Padang Lawas year of academic of 2015/2016 in speakingtaught by using debate technique is higher than the students’ taught without deabte technique.

D. The Scope of the Study

The study is limited and focused on the use of Debate Technique in speaking, especially to improve students’ achievement in speaking. And the process speaking refers to student’ perception toward DebateTechnique.

E. The Significance of the study

The finding of the study are expected to have both theoretrical and practiced importance in speaking as a process and product, especially the framework of speaking.

1) Theoretically, the findings of the study are expected to enhance the theories of speaking.


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a. English teacher. As a source of valuable information about how to increase students’ speaking ability by using Debate Technique.

b. Students. Can have more information on how the selection of the interesting and effective media to improve their speaking ability.

c. Other researcher, as a reference material for the conducting of a more in depeth research on students’ speaking performance.


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and suggestion. The discussion of each point will be presented as follows.

A. Conclusion

The Debate Technique in teaching speaking Analytical Exposition text was effective when applied in the Eleven grade of MA Swasta Robitotul Istiqomah Based on the result of research, there was a significance difference in the achievement between students in class XI-IA 1 who were taught Analytical Exposition text through Debate Technique and students in class XI-IA2 who were taught Analytical Exposition text without using Debate Technique. The mean score of the experimental group was higher than control group (19.32 > 14.29). It was also proved by the result of t-test. The result of the t-test calculation also showed that t-observed value (3.12) was higher than t-table value (2.000) with α = 0.05 and df = 60. It means that Ha was accepted and Ho was rejected.

B. Suggestion

In the relation to the conclusion above, the writer points out some suggestion as following:

1) The English Teachers are suggested to apply Debate Technique in teaching learning process, especially in teaching speaking achievement because it can help student become easier in understanding the material and they were easy to remember the information of the text in long term memory.


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49

2) Students or English learners should be brave and always want to practice in speaking English because this strategy can help students to improve their achievement in speaking.

3) Other researchers who intend to use Debate Technique in teaching learning process; he or she is hoped to do the research by using another strategy and try to find another effective media, so it will enrich the research in improving students’ speaking achievement.


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REFERENCES

Brown, H. D. 2004. Languages Assessment: Principles and Classroom Practice. San Fransisco State University.

Brown, H. D. 2001. Teaching by Principle : An Interaction Approach to Language Pedagogy, (Second Edition). San Fransisco State University.

Bruedorn, H. 2001. Debate. New York: University Press.

Dogget, G. 2003. Eight Approaches to Language Teaching.The TESL Journal.

Retrieved January 16, 2013

From http: //tstu.ru/en/tgtu/science/st/pdf/2005/artemova.

Graves, E. A. 2008. Debate an Effective Teaching Method. Ohio: Ohio University Press: The Internet TESL Journal. Retrieved January 16, 2013 From http: //tstu.ru/en/tgtu/science/st/pdf/2005/artemova.

Harmer, J. 2001. The Practice of English Language Teaching, (Third Edition). Cambridge: University Press.

Hornby, A.S. 1994. Oxford Advance Learner’s Dictionary. New York: Oxford University Press.

Hall. D. 2011. Innovative Teaching to Exchange Critical Thinking and Communication Skills. The Internet journal. From http://ijahsp.nova.edu

Scott. S. 2005. Perception of Studdent’s Learning Critical Thinking Through Debate in Technology Classroom. The Internet TESL Journal. From

Jervis, L. 2002. Debate as a Teaching Strategy. The Internet TESL Journal.

Retrieved January 24, 2013


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50

Kountur, R. 2009. Metodologi Penelitian. Jakarta: Percetakan Buana Printing.

O’Brien, R. 1998. An Overview of The Methodological Approach of Action Research. University of Toronto. Retrieved January 28, 2013 Fromhttp://www.economics.ltsn.ac.uk/advice/roleplay.htm

Rich, J. C. 2001. Developing Classroom Speaking Activities: From Theory to Practice. The Internet TESL Journal. Retrieved February 10, 2013 Fromhttp://itesl.org/Article/Jack-Interaction.html

Woodward, T. 1991. Models and Metaphors in Language Teacher Training. Cambridge: Cambridge University Press.