USING CRITICAL DEBATE TECHNIQUE TO IMPROVE STUDENTS’ SPEAKING ABILITY

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USING CRITICAL DEBATE TECHNIQUE TO IMPROVE

STUDENTS’ SPEAKING ABILITY

(A Classroom Action Research in the Eleventh Grader of SMA Negeri 1 Sakra Lombok Timur in Academic Year of 2010/2011)

THESIS

Written to Fullfill One of Requirements of Graduate Degree of English Education

BY

JUNAIDI NIM : S890809109

ENGLISH EDUCATION DEPARTEMENTS

GRADUATE SCHOOL

SEBELAS MARET UNIVERSITY

SURAKARTA

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ii APPROVAL

This thesis has been approved by the Consultants and the Head of English Education of Graduate School of Sebelas Maret University Surakarta on……….

First Consultant

Prof. Dr. H. Joko Nurkamto, M. Pd. NIP. 19610124 198702 1 001

Second Consultant

Drs. Gunarso Susilohadi, M.Ed TESOL NIP. 19540315 198503 1 002

The Head of English Education of Graduate School

Dr. Ngadiso, M. Pd NIP. 19621212311988031009

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This thesis has been examined by the Board of Thesis Examiners of English Education Department of Graduate School of Sebelas Maret University, Surakarta.

On

... Board of Examiners

1. Chairman :

Dr. Ngadiso, M. Pd.

NIP. 19621231 198803 1 009 2. Secretary :

Dr. Abdul Asib, M. Pd. NIP. 19520307 198003 1 005 3. Examiner I

Prof. Dr. Joko Nurkamto, M. Pd. NIP. 19610124 198702 1 001 4. Examiner II

Drs. Gunarso S, M.Ed TESOL NIP. 19540315 198503 1 002

Signature

...

...

...

...

The Director of Graduate school

Prof. Drs. Suranto, M. Sc., Ph.D. NIP. 19570820 198503 1 004

The Head of English Education Department of Graduate School,

Dr. Ngadiso, M. Pd. NIP. 19621231 198803 1 009

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MOTTO

And have patience with what they say, and

leave them with noble (dignity).

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DEDICATION

This thesis is dedicated to:

My Parents, Wife,

honey Iwan and

Icha

,

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ABSTRACT

JUNAIDI, S89809109 Using Critical Debate Technique to Improve the Students’ Speaking Ability of the Eleventh grade of SMAN 1 Sakra, Lombok Timur. First Consultant: Prof. Dr. H. Joko Nurkamto, M.Pd. Second Consultant: Drs. Gunarso Susilohadi, M.Ed. TESOL. Thesis: Surakarta. English Education Departement, Graduate School, Sebelas Maret University, 2011.

The objective of the research is to examine whether or not Critical Debate Technique can develop the speaking ability of the second year students of SMAN 1 Sakra, besides that, the researcher is aimed at knowing the teaching-learning progress when Critical Debate Technique is applied at the second year students of SMAN 1 Sakra.

The research was conducted at SMAN 1 Sakra located in Lombok Timur-NTB, from January to April 2011. The subject of the research was the second year of SMAN 1 Sakra, academic year 2010/2011, exactly the science program-consisting 31 students-21 female students and 10 male ones. There were two kinds of data in the research-the quantitative data and the qualitative one-which were obtained from respondent, the event, and document. The quantitative data were collected by using test and document analysis, while the qualitative data were collected by using observation, interview, questionnaire, and document analysis. The quantitative data were analyzed by using descriptive statistic, while the qualitative data were analyzed by using constant comparative method suggested by Hopkins (1993: 149).

The finding proves that the research on developing speaking ability using Critical Debate Technique at second year students of SMAN 1 Sakra is successful viewed from several dimensions. First, Critical Debate Technique can improve the students’ speaking ability, second, Critical Debate Technique can improve the students’ involvement in learning teaching process, third, Critical Debate Technique may also build appreciation for diversity and develop tolerance for other viewpoints, fourth Critical Debate techniques can raise the motivation and interest, fifth, Critical Debate Technique can establish the psychological therapy, sixth, Critical Debate Technique can promote critical thinking.

The research findings of study imply that Critical Debate Technique is a very appropriate and effective technique to develop the students’ speaking ability. Therefore, it is recommended that: (1) other speaking teachers apply Critical Debate Technique to develop the students’ speaking ability; (2) the principal of school encourages of the teachers to apply Critical Debate by providing better appropriate facility needed in teaching-learning process; and (3) other researchers develop some dimensions which have not been developed in this research.

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AKNOWLEDGEMENT

The researcher realized that the accomplishment of this thesis would not have run well without any help from the two of my consultants and from the others. Therefore, the researcher would like to give his sincerest gratitude and appreciation to: 1. The director of Graduate School of Sebelas Maret University for his permission to

conduct the research.

2. Dr. Ngadiso, M. Pd, as the Head of English Departement Graduate of School of Sebelas Maret University who always guides and motivates the researcher to conduct this research well.

3. Prof. Dr. H. Joko Nurkamto, M.Pd. and Drs. Gunarso Susilohadi, M.Ed. TESOL as the first and second consultants who have encouraged and guided the researcher in planning, conducting the research, and finishing this thesis.

4. The Head Master of SMAN1 Sakra for his permission to conduct this research in his school.

5. The collaborator, Wardatul Jannah who helped the researcher to conduct this research.

6. The beloved wife, mother, brother, sister, and his honey Iwan , and Icha who always help and pray for the researcher to get successful.

This thesis is still too far from being perfect; therefore the researcher expects criticism and suggestions from the readers and users in order to make improvement to this thesis. However, the researcher hopes that this thesis can be useful for anybody who wants to read it.

Surakarta, May 18th 2011

Junaidi S 890809109

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TABLE OF CONTENTS

TITLE………. i

APPROVAL ……….. ii

LIGITIMATION FROM THE BOARD OF EXAMINERS……….. iii

MOTTO ……….. iv

DIDICATION ……… vi

ABSTRACT ……… vi

ACKNOWLEDGEMENT………. vii

TABLE OF CONTENTS……….. …… viii

LIST OF TABLES ……… xii

LIST OF FIGURE ………... xiii

LIST OF APPENDICES………. xiv

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

B. The problems Formulation... 8

C. The Objectives of the Study... 8

D. The Benefits of the Study ... 9

CHAPTER II REVIEW OF RELATED LITERATURE A. Theoretical Description ... 10

1. Speaking Ability ... 10

a. The Meaning of Speaking Ability ... 10

b. Type of speaking activities ... 16

c. Micro and Macro Skills of Speaki ... 18

d. Factors Influencing the Students’Speaking Ability .. 20

2. The Teaching Speaking……… ... 23

a. Goal For Teaching Speaking ……… 23

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c. Factor to Consider in Teaching Speaking …… ... 29

d. Assessing Speaking ... 32

3. Critical Debat ……… 38

a. The Meaning of Critical Debate ... 38

b. The Procedure of Critical Debate ... 41

c. Some Terms in Critical Debate ... 45

d. The Advantages and Disadvantages of Critical Debate . 48 B. Rationale ... 51

C. Action Hypothesis ... 54

CHAPTER III RESEARCH METHODOLOGY A. The Setting and Time of the Research... 55

B. The Subject of the Research ... 57

C. The Method of the Research ... 57

1. Planning ... 58

2 . Acting………. 59

3. Observing……… 59

2. Reflecting ... 60

D. Data and Data Source ... 60

E. Tehnique of Collecting Data ... 61

F. Technique of Analysing Data ... 64

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION A. Research finding ... 67

1. Introduction ... 67

2. The Implementation of the reseach ... 71

a. Cycle 1 ... 71

1) Planning ... 72

2) Acting ... 72

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b) Second meeting ... 81

c) Third meeting 89

3) Observing ... 92

4) Reflecting ... 97

a) The Strangth………..……… 98

b) The Weakness………..……… . 99

c) The Recommendation ………... 99

b. Cycle 2 ... 99

1) Planning ……… 100

2) Acting ………. 100

a) First Meeting……….. ... 101

b) Second Meeting ... 107

c) Third Meeting ... 113

3) Observing ... 116

4) Reflecting ... 122

a) The Strengths……… ... 123

b) The Weaknesses ……… . 124

c) Recommendation ……… ... 124

c. Cycle 3 ... 124

1) Planning ... 125

2) Acting ... 125

a) First Meeting ... 126

b) Second Meeting ... 131

c) Third Meeting ... 135

3) Observing ... 138

4) Reflecting ... 143

a) The Strengths ……… .... 144

b) The Weaknesses ……… ... 145

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B. Discussion ………. 146

1. The Improvement in Speaking Ability……… 147

2. The Improvement on the Students’ Involvement in Learning teaching Process ………. . 150

3. The improvement on appreciation for divercity and develop tolerance for other viewpoints ………….. ... 151

4. The Increase on The Motivation and Interest ……… 152

5. The Establishment on the Psychological Therapy ……… ... 153

6. The improvement on students’ ability to promote critical thinking ……… 154

CHAPTER V CONCLUSSION, IMPLICATION, AND RECOMMENDATION A. Conclusion ... 156

B. Implication ... 159

C. Recommendation ……….. 159

BIBLIOGRAPHY ... 162

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CHAPTER I INTRODUCTION

A. Background of the Study

Speaking is one of the four skills that need to be mastered by everyone because by speaking, one is able to convey meaning, express feeling, give

opinion, etc. According to Thornburry (2005: 8) speaking is a speech production that becomes a part of daily activities which involves interaction. It means that if one is able to communicate well she or he will be able to interact with the society, go to many places without having any obstacles, work in any work field because speaking is of key to pass the interview test, etc.

Furthermore, O’Malley and Pierce (1996: 11) state that speaking seems to be an important skill that a learner should acquire. They add that speaking skill is very important to enable students to communicate effectively through oral

language, because disability of the students to speak may result in the inability to express their ideas even in a simple form conversation. In line with O’Malley, Pierce and Kayi (2006: 1) state that the teaching of speaking is very important part of second language learning because it is clearly and efficiently contributes to the success of the learners in school and success in their life. Thus, it is essential that language teachers pay great attention to the teaching of speaking. Since speaking is very important the government emphasizes speaking to be taught at school.

Based on Peraturan Menteri Pendidikan nasional (Tahun 2006. No.23) the objectives of teaching speaking for senior high School is in order that the students are able to express meaning orally in interpersonal and transactional, formal and

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informal in form of recount, narrative, procedure, descriptive, news items, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, and review in daily life. It is hoped that the students are able to speak and tell a story in English, to produce the English speech sound, to select appropriate words and sentences according to social setting, to organize their thoughts in meaningful and logical sequence, to use the language quickly and confidently However, the fact shows that many students are not able to show their speaking ability.

In the classroom during the teaching and learning process the students are passive, they just listen to the teacher explaining the material without understanding the meaning and they just keep silent without any response when the teacher asked them questions or when their friends were having conversation. Bisedes that, they can hardly use English for communication even in the simple form, they always use their mother tongue for communication. They are not able to produce English word correctly and arrange English sentence even in simple sentence that make them cannot produce the language correctly, etc.

This fact can be proved by looking at percentage of students using English well in telling their daily activities was only 29% from 31 the total number of students at SMAN 1 Sakra in 2010/2011 academic year. The researcher found that there were only 9 students who got mark more than minimum standard (6.3) and there were 22 students who got under minimum standard. The average score is 53.41 the highest is 72 and the lowest one is 34. They often mispronounced certain words, often misunderstood with the hoped answer, did not have well structure, and did not have fluent expressions as well. It can be recognized from

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the average score of the students in content, organization, grammar, pronunciation, and fluency which were low as shown in table 1. Those low speaking aspects automatically affect the students’ speaking ability.

Table 1: The Average Score of Speaking Aspects

No Aspect Average

score

Percentage Maximum score

1 Content 2.98 _60% 5

2 Organization 2.95 _59% 5

3 Grammar 2.59 _52% 5

4 Pronunciation 2.32 _46% 5

5 Fluency 2.5 _50% 5

Total 13.34 53% ₂₅

Based on the result above, it is true that students’ speaking skill in SMAN 1 Sakra is still considered as the most difficult skill because the skill contains a complex substance such as pronunciation, structure, discourse, and the social context of culture and situation. Those problems may come from the students itself and from the outside of the students. The factor that come from the students cause the students have low speaking ability are passive, less motivated, less confident, nervous, shy, afraid of making mistake, and afraid of being laugh by friend.

From the result of interview, the researcher obtained the data. When researcher asked them about their difficulties, a student with data source S10 admitted that:

“Saya kurang aktif mengikuti pelajaran speaking dikelas karna kurang mengerti apa yang disampaikan oleh guru, sebab kosa kata saya sangat kurang, lagi pula cara melafalkan kata-kata sagat sulit, apa lagi kalau di

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suruh ke depan menyampaikan ungkapan atau pendapat yang berhubung dengan topic sangat lah sulit dan takut salah, lagi pula kurang berlatih disekolah maupun dirumah”. (Friday, 20 February 2011).

From the data above, it is indentified that the student with the data source S10 is less understand because of lack vocabulary, difficult to pronounce English words, afraid of making mistake and rarely practice at school or at home.

Similar problems - less confident, afraid of making mistake and miss understand, nervous, and has poor vocabulary are also faced by student with the data source S15. She wants to have speaking activity in a team because it will be more comfortable and the students will be able to help each other as the researcher quoted below;

“Setiap saya maju kedepan, saya kurang percaya diri, saya merasa takut salah berbicara dalam Bahasa Inggris, gemetaran dan sangat kaku, untuk menghadapi semua ini saya lebih suka belajar berkelompok atau tim, untuk menghilangkan rasa malu”. (Friday, 20 February 2011).

Furthermore, students’ learning outcome which is still considered unsuccessful, has always been the focus of criticism towards the failure of teaching of English in SMAN 1 Sakra. As a consequence English teachers are demanded to be responsible for the failure in making the students capable of using English for communication both productively and receptively. To alleviate this ordeal, educators, practitioners, and policy makers quite often pay very much attention to research dealing with the curriculum, methodology, and teachers excluding such significant variables as the learner perspective. They have rarely considered the learner perspective as a very important contribution to the learning process.

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Pertaining to the students’ problems being faced, there are many factors causing their difficulties in achieving speaking competence, based on the result of interview that the researcher got from the teacher informally, the causes are stated specifically as follows.

Firstly in teaching speaking, the teacher tended to teach text comprehension monotonously. For example, when the teacher taught a certain topic, he or she just explained the expressions related to the topic while the students listened to the teacher’s explanation, and took notes, or even for sometimes took a nap. Then, she/he asked the students to look at the structure of the dialogue which had been stated in the book to read together after her. After that she/he asked some of them to practice the dialogue in front of the class in pairs. She/he asked them to answer the comprehensive questions dealing with the topic in written. The teacher would feel satisfied if the students could answer the questions correctly. The weaknesses of what the teacher did were as follows; the students did not have more enough rehearsal time to practice or to express their own ideas so that they could not interact one to each other in English simultaneously. They also tended to be shy, nervous, doubt, inferior, and afraid to make mistakes because they seldom used their own English to communicate with others. Besides, they did not have creative and innovative activity.

Secondly, the teacher oriented her/his teaching at the written test which was held in the mid or end semester, even in the final exam. The teacher felt guilty if the students could not do the test correctly, because their English mark automatically would be bad or less than standard score.

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Thirdly, there was no specially allocated time to evaluate the students’ speaking skill at the end of semester or final exam. This caused the teacher tend to ignore the teaching of speaking communicatively. The marks of speaking skill were taken from the teacher’s daily observation.

Fourthly, the teacher still taught the students with routine activities without realizing that it would make the students bored and lost their attention to the teaching learning process. As a result, the students were not able to catch the material easily because of their lost interest and participation. This is in line with statement of Douglas in Suharno (2006: 6)”Routine activities in learning can make the students bored. As result, their motivation and participation in learning will decrease”.

Moreover, recognizing students’ problems in learning English especially in speaking skill, Ur (1996: 121) states some problems that may prohibit the students to develop their speaking skill. First, students have low motivation in learning since English is not used all the time in classroom or at school or in their environment outside the school. Unfortunately, English is a foreign language for the students. Second, students are lack of prior knowledge especially deals with vocabulary and grammar of the language. Third, students are lack of ideas, having low participation and only using their mother tongue to talk in the classroom. Fourth, the teacher is not able to manage the classroom since he or she is not familiar with various methods in teaching speaking skill. Fifth, teacher does not speak in English when giving instructions since most of the students do not comprehend the teachers` point if learning is done in English. Finally, students are

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not facilitated by the school. School does not have sufficient source of material for learning to speak. Based on the problems and the causes above, the researcher proposes Critical Debate Techique as a solution to develop the speaking ability of the second year students of SMAN 1 Sakra.

According to Barkley, et al. (2005: 4) collaborative learning is the process of students in which they work in pairs or small groups to achieve shared learning goals. In further explanation they say clearly:

“To collaborate is to work with another or others. In practice, collaborative learning has come to mean students working in pairs or small groups to achieve shared goals. It is learning through group work rather than learning by working alone. There are other terms for this kind of activity, such as cooperative learning, team learning, group learning, or peer-assisted learning. In this case, however, we use the phrase collaborative learning to refer to learning activities expressly designed for and carried out through pairs or small interactive groups”.

By applying Critical Debate Technique, students are able to increase their motivation, enhance their skill, promote critical thinking, and develop communication proficiency. Besides, the debates expose the class to a focused, in-depth, multiple-perspective analysis of issues. Because critical debates have the added dimension of requiring students to assume a position opposite to their own, they encourage students to challenge their existing assumptions. This can move students beyond simple dualistic thinking, deepen their understanding of an issue, and help them to recognize the range of perspective inherent in complex topics. In this way, critical debate may also build appreciation for diversity and develop tolerance for other viewpoints.

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Critical Debate Technique has great contribution in speaking since it is a task-based. It encourages the students to practice their English in real communication. By using Critical Debate Technique, it can activate the students’ speaking class, improve the students’ achievement-speaking ability such as to produce the English speech sounds and sound pattern, to select appropriate words and sentences according to the proper social setting, to organize their thoughts in meaningful and logical sequence, to use the language quickly and cofidently with few unnatural pauses which are called as fluency and to overcome the problem face in learning teaching process.

B. Problem Formulation

Based on the background of the study, the writer would like to know whether the use of “Critical Debate Technique” in teaching speaking skill can improve the students’ English speaking ability. The problem can be formulated as follows:

1. To what extent is the use of critical debate technique in improving the students’ speaking ability in learning English?

2. What happens to the students when the critical debate technique is applied?

C. The Objectives of the Study

Related to the background of the study and the problem formulation above, there are some objectives which are expected to be achieved in this study. In general, this study is intended to improve the students’ English speaking

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ability. However, the writer wants to elaborate the objectives of the study as follows:

First, the objectives of this study are intended to know the extent of critical debate in teaching English improves the students’ speaking ability at the eleventh grade of SMAN 1 Sakra Lombok Timur NTB. Second, this study is expected to know the progress that may appear in using Critical Debate.

D. The Benefits of the Study

This study is hoped to be beneficial:

1. To motivate and encourage the students in speaking class because they can work together with many friends in their team and can express their ideas without beeing nervourse, afraid, shy, and of course they will be more confident to speak and express their idea.

2. Provide contribution for the English teacher to apply another technique dealing with the teaching-learning process, especially in teaching speaking. By considering this study they will not use the monotonous technique.

3. Provide useful information to conduct further studies for other researchers. 4. Enlarge the writer’s knowledge about the advantages and disadvantages of

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter consists of the following sections; theoretical description, rationale, and action hypothesis. Meanwhile, the theoretical description presents some discussions which are related to the present study. It covers the explanation about speaking skill and critical debate.

A.Theoretical Description 1. Speaking Ability

a. The Meaning of Speaking Ability

The term of ability in this study refers to the competence stated by

Chomsky in Brumfit and Johnson (1988: 13). He defines it as the speaker-hearer’s knowledge of his language. It is seen as overall underlying linguistic knowledge and ability thus includes concepts of appropriateness and acceptability. The study of competence will inevitably entail consideration of such variable as attitude, motivation, and a number of socio-cultural factors. While in the curriculum 2004, competence is defined as knowledge, skill, behavior, and values which accustom to be applied in habitual though and action. It is the person’s ability, power, authority, skill, knowledge, etc (to do what is needed).

Nolasco (1997: xii) states that speaking ability is not fluent speaking but conversation. Speaking ability means conversation ability or conversation skill. It performs nature of mutual interdependent, interactive nature of conversation. It is a awareness activity as well as feedback activity so that a series of task is

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developed to sharpen the students’ awareness on the activity and assess their own progress performance. When those awareness and feedback activities done gradually, automatic conversation becomes accustomed; speaking ability, in this case, conversation skill, needs gradual practice-controlled, awareness, and finally fluency conversation.

Klippel (1999: xii) strengthens the statement. He says that foreign language teaching should help students achieve some kinds of communication occurs naturally have to be taken advantage of and many more suitable ones have to be created. A student is said to have speaking ability when he is able to

converse-to exchange thought and opinion in speech. In fact, there are many kinds of conversation, but the relevance among others: give and receive information, collaboration in doing something, and share personal experiences and opinions with a view to building social relationships. Those define that a student needs to perform gradual and varied conversation in the course of learning the language patterns to gain the speaking ability.

Rivers in Richards and Renandya (2002: 208) states that the functions of spoken language are interactional and transactional. The primary intention of the former is to maintain social relationships, whereas that of the latter is to convey information and ideas. In fact, much of our daily communication remains

interactional. Being able to interact in a language is essential. Therefore, language instructors should provide learners with opportunities for meaningful

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as the key to teaching language for communication because” communication derives essentially from interaction”.

Communication in the classroom is embedded in meaning-focused activity. This requires teachers to tell their instruction carefully to the needs of learners and teach them how to listen to others, how to talk with others, and how to negotiate meaning in a shared context. Out of interaction, learners will learn how to communicate verbally and nonverbally as their language store and

language skills develop. Consequently, the give- and –take exchanges of messages will enable them to create discourse that conveys their intentions in real-life communication.

Speaking is “the process of building and sharing meaning through the use of verbal and non verbal symbols, in a variety of contexts” (Chaney, 1998: 13). Kayi said what is meant by “teaching speaking is to teach ESL learners to (1) produce the English speech sounds and sounds patterns; (2) use word and sentence stress, intonation patterns and the rhythm of the second language; (3) select appropriate words according to the proper social setting, audience, situation and subject matter ; (4) organize their thoughts in a meaningful and logical sentence; (5) use language as means of expressing values and judgments; and (6) use the language quickly and confidently with few unnatural pauses, which are called as fluency ( Nunan, in Kayi, 2007: 1 ).

Communicative language teaching and collaborative learning serve best the students to learn to speak in the second language by interacting. Because communicative languge teaching is based on real-life situation that requires

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communication, it will give students more opportunity to communicate each other using the second language. Teacher should be able to create a classroom

environment where students have real-life communication, authentic activities, and meaningful task that promote oral language. This can occur when students collaborative in groups to achieve a goal or to complete a task. Teacher should emphasize the development of oral communication in teaching English as been stated by Nunan (1989: 32). It should be about: (1) the ability to articulate phonological feactures of the language comprehensively; (2) mastery of stress, rhythm, and intonation pattern; (3) an acceptable degree of fluency; (4)

transactional and interpersonal skill; (5) skills in taking short and long speaking turns; (6) skill in negotiating meaning; (7) conversationl listening skills

(successful conversation require good listeners as well as good speakers); (8) skill in knowing about negotiating purposes for conversation; and (9) using

appropriate conversational formulate and fillers.

Speaking is a speech production that becomes a part of daily activities which involve interaction (Thornburry, 2005: 8). While Morrow (1982: 70) states that speaking is typified as an activity involving two (or more) people in which the participants both hearers and speakers have to react to what they hear. Furthermore, Spratt (2005: 34) defines that speaking is a productive skill which involves using speech to express meaning to other people. Hughes (1999: 135) states that speaking is fundamentally an interactive task linked to the individual who produces it.

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The term speaking has several meanings. Widdowson in Suharno (2006: 12) says that speaking has two meanings. First, it refers to the manner in which language is manifested. Second, it refers to manner in which language is realized as communication. In addition, speaking is an interactive process of constructing meaning that involves producing, receiving and processing information (Joyce & Burns, 1999: 2). In speaking, one needs to know how to articulate the sound in a comprehensible manner and needs an adequate vocabulary. One also needs to have mastery of syntax. These various elements add up to linguistic competence.

In line with the above statement, Bailey, Keith, and Morrow (1981) say that speaking ability is an activity to produce utterances in oral communication. This activity involves two or more people in which the participants are both speaker and hearer have to react to what they hear and make their contribution at high speech, so that each participant has an intention or a set of intention that he/she to. Hymes in Nunan (1999: 226) proposes the concept of communicative competence as an alternative to Chomsky’s linguistic competence, a range of other sociolinguistics and conversational skills that enable the speaker to know how to say what to whom, and whesn.

In general, there are two kinds of knowledge in speaking: linguistic knowledge and extra linguistic knowledge. Linguistic knowledge refers to the knowledge of language features. It consists of genre knowledge, discourse knowledge, grammar, vocabulary, and phonology Thorburry in Ami (2009: 10). While extra linguistic knowledge refers to the knowledge outside the language features. It refers to the socio cultural knowledge.

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Speaking is one of the four language skills. There are three other skills are listening, reading, and writing. Speaking is closely related to listening and writing, while speaking is related to listening because both use oral media. It is also related to writing because both are productive process. Khamkhien (2010: 184) says that speaking, as a productive skill, seems intuitively the most important of all the four language skills because it can distinctly show the correctness and language errors that a language learners makes. Since English speaking tests, in general, aim to evaluate how the learners express their improvement and success in pronunciation and communication, several aspects, especially speaking test formats and

pronunciation need to be considered.

Lexically, speaking means a creative process; an active interaction between speaker and listener that involves thought and emotion (Underwood, 1997: 11). From this definition, it is clear that speaking activity can be taken place when there is more than one person: speaker and listener. The most common thing is that speaking includes other people both individually or group as the speaker and listener. Both get along each other as the speaker and the listener.

In addition, Thornbury (1994: 66) states that speaking is a skill and it is a behavior or a mental process such as those in oral presentation, discussion etc. The process comprises of stages of awareness, appropriation, and autonomy. Control practice sets the students to the appropriation stage. In this stage, students are guided spontaneously to use the language. Then further, they will come to the stage of autonomy whereas students can mix verbalize what they know and want to know to what they have learnt right away without restriction from others.

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b. Types of Speaking Activity

According to Brown (2004: 141) there are five types of speaking activities as follows:

1) Imitative

At one end of 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 included in the criterion performance. We are interested only in what is traditionally labeled “pronunciation”; no

inferences are made about the test taker’s ability or to understand or convey the meaning or to participate in an interactive conversation.

2) Intensive.

A second type of speaking frequently employed in assessment context is the production of short stretch of oral language designed to demonstrate

competence in narrow band of grammatical, phrasal, lexical, or phonological relationships ( such as prosodic elements – intonation, stress, rhythm, juncture). The speaker must be aware of semantic properties in order to be able respond, but interaction with the interlocutor or test administrator is minimal at best. Example of intensive assessment include direct respond task, reading aloud, sentence and dialogue completion; limited picture – cued tasks including a simple sequences; and translation up to the simple sentence level.

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Responsive assessment tasks include interaction and test comprehension but at the somewhat limited level of very short conversation, standard greeting, and small talk, simple request and comments, and the like. The stimulus is always a spoken prompt (in order to preserve authenticity) with perhaps only one or two follow – up questions or reports:

4) Interactive.

The difference between responsive and interactive speaking is in the length and complexity of the interaction, which sometimes includes multiple exchanges and/or multiple participants. Interaction can take two forms of

transactional language, which have the purpose of maintaining social relationship. In the interpersonal exchanges, oral production can become pragmatically

complex with the need to speak in causal register the use colloquial language, ellipses, slang, humor and other sociolinguistics conversations.

5) Extensive (monologue).

Extensive oral production tasks include speech, oral presentation, and storytelling, during with the opportunity for oral interaction from listeners is either highly limited (perhaps to nonverbal response) or ruled out together. Language style is frequently more deliberative (planning is involved) and formal for extensive tasks, but we cannot rule out certain informal monologue such as casually delivered speech (for example, my vacation in the mountain, a recipe for understanding pasta primavera, recounting the plot of a novel or movie).

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c. Micro and Macro Skills of Speaking

Brown (2004: 142) explains that a list of speaking skill can be drawn up for the purpose to serve as a taxonomy of skills from which we will select one or several that will become the objective(s) of an assessment task. The micro and macro- skills total roughly 16 objectives to asses in speaking are described. The micro-skills, to producing the smaller chunks of language such as phonemes, morphemes, words, collocations, fluency and phrasal units. The macro-skills imply the speaker’s focus on the larger elements: accuracy, discourse, style, cohesion, nonverbal communication, and strategic option as follows:

1) Micro-skills

a) Producing difference among English phonemes and allophonic variant. b) Producing chunks of language of deferent length.

c. Producing English stress patterns, words in stressed and unstressed positions, hythmic structure and intonation contours.

d) Producing reduced forms of words and phrases.

e) Using an adequate number of lexical units (words) to accomplish pragmatic purposes.

f) Producing fluent speech at different rates of delivery.

g) Monitoring one’s own oral productions and use various strategic devices-pause, fillers, self-corrections, backtracking-to enhance the clarity of the massage.

h) Using grammatical word classes (noun, verb, etc), system (e.g., tense, agreement, and pluralization), word order, patterns, rules, and elliptical forms.

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i) Producing speech in natural constituents: in appropriate phrases, pause groups, breathe groups, and sentence constituents.

j) Expressing a particular meaning in different grammatical form. k) Using cohesive devices in spoken discourse

2) Macro- skills

a) Accomplishing appropriately communicative function according to situations, participants, and goals.

b) Using appropriate styles, registers, implicative, redundancies, pragmatic conventions, conversation rules, floor keeping and- yielding, interrupting, and other sociolinguistics features in face to face conversations.

c) Conveying links and connections between events and communicating such relations as focal and peripheral ideas, events and feelings, new information and given information, generalization and exemplification.

d) Conveying facial features, kinesics, body language, and other nonverbal cues along with verbal language.

e) Developing and using a battery of speaking strategies, such as emphasizing key words, rephrasing, providing a context for interpreting the meaning of words, appealing for help, and accurately assessing how well your interlocutor is understanding you.

As researcher considers designing task for assessing spoken language, these skills can act as a checklist of objectives. While the macro-skills have the appearance of being more complex than the micro-skills, both contain ingredients of difficulty, depending on the stage and context of the test-taker.

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Referring to the above elaboration, in assessing speaking skill the

researcher has to pay close attention to two main skills as essential substances of speaking skill namely micro-skill and macro-skill. The micro-skill is concerned to produce the smaller chunks of language such as phonemes, morphemes, words, collocations, fluency and phrasal units. While, the macro-skill implies the speaker’s focus on the larger elements such as accuracy, discourse, style, cohesion, nonverbal communication, and strategic option.

Based on the theories above, it can be concluded that speaking is one of language skill in which it is an activity to express or communicate opinions, thoughts, and ideas orally involving two or more people. The aspects of speaking skill are content, organization, grammar, pronunciation, and fluency. The

indicators of those aspects are as follows: (1) content, to understand everything without difficulty; ( 2) organization, to use language in the term of well-designed; (3) grammar, to make few noticeable errors of grammar or word orders; (4) pronunciation: to have standard of English accent; (5) fluency, to have fluent speech without hesitation.

d. Factors Influencing the Students’ Speaking Ability

According to Richards and Reynanda (in

Http.//www.proffessor-jackrichard.com/depeloping classroom speaking activities.pdf, p.1.November 1, 2007), there are four factors that affect students’ oral communication ability namely age or maturational, aural medium, socio-cultural factors and affective factors. Below are the explanations of the four factors that affect students’ speaking ability.

commit to user 1. Age or maturational constraints

Age is one of the most commonly cited determinant factors of success or failure in foreign language learning. Several experts such as Krashen and

Scarcella argue that learners who begin learning a second language in early childhood through natural exposure achieve higher proficiency than those

beginning as adults. Many adults fail to reach native-like proficiency in a second language. Their progress seems to level off at certain stage. This fact shows that the aging process itself may affect or limit adult learners ability to pronounce the target language fluently with native-like pronunciation.

2. Aural medium

The central role of listening comprehension in foreign language acquisition process in now largely accepted. It means that Listening plays an extremely important role in the development of speaking abilities. Speaking feeds listening, this precedes it. So, speaking is closely related to or interwoven with listening which is the basic mechanism through which the rules of language are internalized.

3. Socio-cultural factors

Many cultural characteristics of a language also affect foreign language learning. From a pragmatic perspective, language is a form of social action

because linguistic communication occurs in the context of structured interpersonal exchange and meaning is thus socially regulated. Thus, to speak a language, one must know how language is used in a social context. It is will be known that each

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language has its own rules of usage as to when, how, and what degree a speaker may impose a given verbal behavior of their conversational partner.

In addition, oral communication involves a very powerful nonverbal communication system which sometimes contradicts the messages provided through the verbal listening channel. Because of a lack of familiarly with

nonverbal communication system of target language, EFL learners usually do not know how to pick up nonverbal cues. So, it is an important point to understand the socio-cultural factor as another aspect that great affects oral communication. 4. Affective factors

The affective side of the learners is probably one of the most important influences on language learning emotions besides self-esteem, empathy, anxiety, attitude and motivation. Foreign language learning is a complex task that is susceptible to human anxiety which is associated with feeling of uneasiness, frustration, self-doubt and apprehension. Speaking a foreign language in public, especially in front of native speakers, is often anxiety-provoking.

These four factors play an important role in determining the success and the failure of students in learning speaking skill. Learning to speak a foreign language requires more than knowing its grammatical and semantic rules. Factors’ affecting adult EFL learners’ oral communication is the thing that need to be consider by EFL teacher in order to provide guidance in developing competent speaker of English. Once the EFL teachers are aware of these things, they will teach in more appropriate way and it will help them to develop students’ speaking skill.

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2. The Teaching of Speaking

Many EFL learners view speaking ability as a benchmark of the success in English as foreign language learning. They regard speaking as the most important skill they can acquire, and judge their progress in terms of their accomplishments in spoken communication. So, how to best approach the teaching of speaking skills has long been the focus of the English teachers’ concerns.

a. Goal for Teaching Speaking

Generally communicative competence is taken to be the object of the language teaching; the production of speakers competent to communicate in the target language. As Johnson (1999: 25) has pointed out, communication requires interpersonal responsiveness, rather than more production of language that is truthful, honest, accurate, stylistically pleasing, etc these characteristics that look at language rather than at behavior, which is the social purpose of language. The end product is surely getting things done, easing social tensions, grading ourselves into doing this or that, and persuading others to do things. Communication arises when language is used as such interpersonal behavior, which goes beyond meaningful and truthful manipulation of language symbols. Learning specific sound and pattern does not necessarily entail the ability to use them, and our students need practice in using the linguistic forms for the social purpose of language, as Johnson describes it. Students need to use language for normal purposes of language: establishing social relation, seeking and giving information, etc.

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Similarly, the National Capital Language Resource, Washington DC (2004: 1) states that the goal of teaching speaking competence is communicate efficiency. Learners should be able able to make themselves understood, using their current, Proficiency to the fullest. They should try to avoid confusion in the massage due to faulty pronunciation, grammar, or vocabulary, and to observe the social and cultural rules that apply in each communication situation.

Moreover, The National Capital Language Resource Centre, Washington DC (2004: 1) says that to help students develop communication efficiency in speaking, instructors can use a balanced activities approach that combines

language input, structured ouput and communicative output. Language input input comes in the form of teacher talk, listening activities, reading passages, and the language heard and read outsides the class. It gives learners the materials they need to begin producing language themselves. Structured output focuses on may correct form. In structured output, studends may have options for resposes, but all of the options require them to use the specifies form or structure that the teacher has just introduced.

Structured output is designed to make learners confortable producing specific language items recently introduced, sometimes in combination with Previousely learned items. Instructors often use structured output exercises as a transtraction between the presentation stage and the practice stage of the lesson plan, text book exercises also often make good structured output practice

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In communicate output, the learner’s main purpose is to complete a task, such as obtaining information, deloping a travel plan, or creating a video. To complete the task, they may use the language that the instructor has just presented, but they also may drow on any other vocabulary, grammar and communication strategies that they know. In communicative output activities, the criterion of success is whether the learner get the message across. Accuracy is not a consideration unless the lack of it interferes with the message.

In everyday communication, spoken exchange take place because there is some sort of information gap between the participants. Communicative output activities involve a similar real information gap. In order to complete the task, students must reduce or eliminate the information gap. In these activities, language is a tool, nat end itself.

In a balanced activitiy approach, the teacher uses a variety of activities from these different catagories of input and output. Learners at all proficiency level, including beginners, benefit from this activity, it is more motivating, and it is more likely to result in effective language learning.

From the explanation above it can be concluded that the goal of teaching speaking is to make our listeners able to speak with confidence in order to carry out many of their transactions. It is the skill by which they are most frequently judget, and through which they may make or lose friends. It is vehicle par

excellence of social solidarity, of social ranking, of professional advancement and of business. It also a medium through which much language is learnt, and which for many is particularly conductive for learning (Bygate, 1997: vii).

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b.Approaches in the Teaching of Speaking

Related to the approaches in teaching and learning speaking, Flor et al (2006: 140) describe three approaches in the teaching and learning EFL speaking namely environmentalist, innatist and interactionist. These approaches will give certain pictures and belief of teaching speaking for English teachers to practice in the classroom.

According to Flor ,et al(2006: 140) environmentalist approach focuses on speaking as primarily an oral phenomenon. Meaning that learning to speak a language, in a similar way to any other type of learning, followed a stimulus-response-reinforcement pattern. This pattern drill describes linguistic input as a type of external stimulus, and their response consist of imitating and repeating the input. Eventually, the speakers receive as a positive reinforcement by other language users within their same environment. Drawing the conclusion, this approach emphasizes that learning to speak aims at the importance of starting with teaching oral skill rather than written one. It is assumed that speaking involves only by repeating, imitating, and memorizing the input that the speakers are exposed to and this idea also leads to the emergence of the Audiolingual teaching approach. Dunlap and Weisman (2006: 68) argue that this approach emphasizes the use of pattern drills, memorization of verb tenses and practice with sentence structures. In brief, this approach to learning and teaching speaking stresses the development of oral skills and pays attention to the learning process as being conditioned by the external environment rather than by human internal mental processes.

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The second approach called innatist, different from the environmentalist, believes on the assumption that children were born with an innate potential for language acquisition. This point of view becomes the basis for the innatist approach to language learning. In addition to that, as learning to speak learners’ language ability is possibly acquired due to the fact that learners internalize a system of rules which could be transformed into new structures by applying a series of cognitive strategies. Although the language acquisition particularly learning to speak is a bit influenced by the environment surrounds the speakers however, speakers actually produce language from language knowledge they have acquired and their internal faculty or competence.

The last approach, called interactionist, conveys important shifts in the field of language learning under the influence of interactionist ideas. This approach is influenced by the discipline of cognitive psychology as well as the functional and pragmatic views of language. Regard to this influence, speaking is viewed as an interactive, social and contextualized communicative events. This point of view sees that the teaching and learning of speaking is as the process of communication which does not only focus on the speakers’ intentions, but also on the effects those intention have on the hearers. In addition to that, speakers learn to use language in order to fulfill a number of functions given a particular cultural and social context. Therefore, speaking is seen as a contextualized process in which both the context of culture and the context of situation influenced the nature of the language to be used.

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Those approaches of the teaching and learning speaking might contribute to English teachers’ perception on teaching speaking. Teachers’ thought in teaching speaking would certainly have the impact on the way how English teachers perform in the classroom (Ling, 2005: 111).

Many EFL teachers believe that students learn to speak in a second or a foreign language by interacting. Dunlap and Weisman (2006: 68) acknowledge that to promote fluency to learn to speak are comprehensible language input and extensive opportunities for interaction and authentic communication. Communicative Language Teaching (CLT) serve best for this aim since it is based on real-life situations that require communication. It is therefore using this approach in ESL or EFL classes, students will have the opportunity of communicating each other in the target language. In brief, ESL or EFL teachers should create a classroom environment where students have real-life communication, authentic activities, and meaningful tasks that promote their oral language. This occurs when students collaborate in groups to achieve a goal or to complete a task.

Speaking is not the result of repeating or memorizing a lot of words in isolation or just combining a continuum of formal linguistic rules (Flor et, al. 2006: 151). They however point out that speaking nowadays is recognized as an interactive, social and contextualized process that serves a number of functions. The teaching of speaking is therefore considered as a very complex communicative process that requires a variety of linguistic, contextual, cultural, and interactional aspects among speakers. Consequently, communicative

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framework in the teaching of speaking is believed can contribute to develop the students’ communicative competence.

In the context of the teaching of EFL speaking in Indonesia, Widiati and Cahyono (2006: 277) view that the concept CLT is closely connected to the teaching of EFL speaking since it values interaction among the students in the process of language learning in the classroom. CLT also deems classroom activities as a prime role in enabling the students interact and improve their speaking skills then. It is evident that the teaching of EFL speaking in Indonesian context is expected to envisage CLT as the English teachers’ concern in improving the students speaking skills.

c. Factors to Consider in Teaching Speaking

In the teaching of speaking, there are factors that English teachers should consider as teaching a speaking class. According to Folse (2006: 11-28) suggests that the success of what happens in a speaking class depends on five factors: (1) the learners, (2) the curriculum, (3) the topic, (4) the two “languages” , and (5) the task or activity. Concerning these factors might contribute a lot in the practice of teaching speaking if English teachers are aware and pay attention to what they really have in speaking class.

Firstly, Folse describes that learners are the most important of the five factors in developing a successful speaking class. Considering all pertinent features of the learners, such as age, proficiency level and goals, is necessary to be understood by the teachers. Being aware toward these characteristics will help the teachers to have the potential to impact what happens in the class.

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The second factor, curriculum included school program, is one of five factors that really influence whether or not the success of a speaking class. It is assumed that the curriculum or school program determine many certain activities designated in the teaching plan. It is important for teachers to understand clearly what type of programs that match or do not match to the students for speaking class.

The topic being discussed is the third fundamental factor that creates a successful speaking class. Although to have topics for activities is not hard but selecting appropriate, viable and interesting topics becomes more crucial. In this case, the teachers must be aware of the topics to be discussed by considering the students’ age, time availability, personality, and of course their level. In addition to that, the teachers should enable to exert their roles to make sure that the topics covered are conducive to a successful discussion class.

The forth one is the two “languages” means that the teachers are supposed to know the languages used in speaking tasks. One language is the language used in the real task, while the second language is the language needed to do the task meaning this language is required to do the speaking ability by the students. The last fundamental factor is the task that serves as the vehicle for conversation or speaking. In fact, in teaching speaking the teachers should provide the task as a means to make students interact and speak with others. The tasks doing in speaking class should be specific rather than general tasks since the specific tasks will involve the students more than less specific ones. A good speaking task

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would give a great deal of time for the students to talk and the teachers should have no speaking role then just facilitate the students to do their tasks.

The successful speaking class really helps the teachers to consider many factors to do in speaking class. Kayi (2006) however gives a bit different point of view for English teachers what to do in teaching speaking (http://unr.edu/homepage/hairiyek). Here are some suggestions for the teachers while teaching oral language:

1) Provide maximum opportunity to students to speak the target language by providing a rich environment that contains collaborative work, authentic materials and tasks, and shared knowledge.

2) Try to involve each student in every speaking activity; for this aim, practice different ways of student participation.

3) Reduce teacher speaking time in class while increasing student speaking time. Step back and observe students.

4) Indicate positive signs when commenting on a student's response. 5) Ask eliciting questions such as "What do you mean? How did you reach

that conclusion?" in order to prompt students to speak more.

6) Provide written feedback like "Your presentation was really great. It was a good job. I really appreciated your efforts in preparing the materials and efficient use of your voice…"

7) Do not correct students' pronunciation mistakes very often while they are speaking. Correction should not distract student from his or her speech.

8) Circulate around classroom to ensure that students are on the right track and see whether they need your help while they work in groups or pairs. 9) Provide the vocabulary beforehand that students need in speaking

activities.

10)Diagnose problems faced by students who have difficulty in expressing themselves in the target language and provide more opportunities to practice the spoken language.

The suggestions above might be wholesome and helpful to make the students feel enthusiastic and motivated to practice and use their target language particularly in speaking class. As the consequence, the students are able to improve their language skills especially in speaking.

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d. Assessing Speaking Skill

Assessment is an integral aspect of the teaching – learning process and happens everyday in the classroom as teachers continually make judgments about the performance of their students (Burns and joyce, 1999: 102). All good language teachers constantly evaluate their learners as the lessons actually taking place, thus teachers should consider assessment even as initial class planning is started. In line with Burns and Joyce in Folse (2006: 210) state that the most obvious feedback for teachers is the students` performance. Teachers use the information about the students` performance day to day to inform the students about their progress as well as to evaluate the effectiveness of teaching materials and activities.

Furthermore, Folse (2006: 210) explains that continued assessment during instruction help teachers know who is having problems, what kind of problems need to be addressed through repetition of a particular activity, or even when to move on form this particularly activity. This feedback informs the teachers of the learners` progress as well as of the teachers` own progress in teaching. Good assessment is built into all good teaching. It does not just `happen` because, according to Folse (2006: 207), it takes careful planning as well as knowledge of the subject matter, the learner and general testing.

According to O’Malley and pierce (1996: 61), the implication for

assessment is that assessment for oral language should focus on a student`s ability to interpret and convey meaning for authentic purpose in interactive context. It should include both fluency and accuracy. Cooperative learning activities that

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present students with opportunities to use oral language to interact with others are optimal for assessing oral language. Considering the notion of assessment given here, language teachers should be careful in planning for the assessment. Teachers need to identify the assessment purposes before planning it.

After identifying the assessment purposes, teachers may begin planning for classroom-based assessment for oral language by identifying instructional activities or tasks the teachers are currently using that can also be used for

assessment. One important step in planning for assessment is to outline the major instructional goals or learning outcomes and match these to learning activities and/performance tasks. Deciding whether or not to make an audio or video recording of students` performance is important to take into account as a part of planning for oral assessment. Brown and Yule in O`Malley and Pierce 1996: 61) suggest that a tape for each students can be used if oral language is an essential part of instruction.

Besides, another important part of planning for assessment is deciding how often to collect information. Teachers whose purpose is to monitor students` progress will need to collect information more often than those whose purpose is for reclassification decision, which may require assessment twice a year. Teachers who wish to monitor students` progress should plan to incorporate assessment into their instruction regularly so that a small amount of information can be collected on individual students periodically over time across a variety of oral language task.

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A final key component in planning for assessment is deciding when and how to provide feedback. Teachers need to consider how soon after oral language assessment learners should be provided with feedback on their performance. Certainly, students want to know how they did immediately after a task, but there is another reason for providing feedback as soon as possible after assessment; the feedback will have more meaning and perhaps will make more of an impact.

An essential step in preparing for oral language assessment is planning how to engage students in `self-assessment`. According to O`Malley and Pierce (1996: 66), by providing learners with the skill needed to independently monitor their learning, teachers enable them to take a greater responsibility for that learning. Self-assessment may take various forms. It can take the form of yes/no statements, question/answer, rating scales, sentence completion, and learning logs. These are not typically graded or scored by teachers. Instead, they are used to focus learners to their performance and progress in learning.

Additionally, setting criteria is a crucial part of assessment; without criteria or standards of performance, performance tasks remain simply a collection of instructional activities (Herman, Aschabacher, & Winters in O`Malley & Pierce 1996: 65). Teachers can establish criterion level of oral language proficiency based on the goals and objectives of classroom instruction before using instructional activities for assessment. Teachers then can set criterion level by designing a scoring rubric, rating scale, or checklist. Teachers need to check the dimension or aspects of oral language that they want to assess. Gonzales Pino reminds us, in O`Malley & Pierce (1996: 65) that the dimensions or features of

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oral language to be assessed depends on the level of proficiency of the class and instructional goals. Besides, for classroom teachers, standards may be used to monitor students ` performance, to determine who needs extra help, or to assign grades. If instead of holistic scale, teachers are using analytical scales, they will need to determine what scores meet the criteria or each dimension of

performance. Brown, 2004: 173 proposes oral proficiency scoring which might be used to assess oral language.

The following scoring scales are actually suitable to use in the Senior High School students. The learners are tested on content, organization, grammar,

pronunciation and fluency. They may get a maximum of twenty five points on each of these five points and one hundred points in all. The scale score of testing speaking can be seen in table 2.

Table 2. The analytical scoring rubric of oral language Assessment

Content

Score Indicators

1 Students can not relate content to own experience topic 2 Students can relate content to some own experience topic 3 Students can relate content to many own experience topic 4 Students can relate content to all own experience topic 5 Students can highly relate content to all own experience topic

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Organization

Score Indicators

1 Has speaking is inadequate to express anything and not be understood.

2 Introduction extremely underdeveloped or missing 3 Introduction either underdeveloped or awkward 4 Effective introduction brings audience to topic 5 Highly effective introduction brings audience to topic

Grammar

Score Indicators

1 Errors in grammar are frequent, but speaker can be understood by native speaker used to dealing with foreigners attempting to speak his language

2 Can usually handle elementary constructions quite accurately but doesn’t have thorough or confident control of the grammar 3 Control of the grammar is good. Able to speak dealing with

sufficient structural accurate to participate effectively in most formal and informal conversation on practical, social, and professional topics

4. Able to use the language accurately on all levels normally pertinent to professional needs. Errors in grammar are quite rare

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Pronunciation

Score Indicators

1 Errors in pronunciation are frequent that can be understood by a native speakers used to dealing with foreigners attempting to speak his language.

2 Accent intelligible though often quite faulty.

3 Errors never interfere with understanding and rarely disturb the native speakers. Accent may be obviously foreign.

4 Errors in pronunciation re quite rare.

5 Equivalent to and fully accepted by educated native speakers

Fluency

Score Indicators

1 No specific fluency description.

2 Can handle with confidence but not with facility most social situation.

3 Can discuss particular of competence with reasonable ease 4 Able to use the language fluently

5 Has complete fluency in the language such that his or her speech is fully accepted by the educated native speaker

Maximum score: 4x25 = 100

Table 2. shows the analytical scale for oral language assessment. The points listed above are 25 multiplied by four. Therefore, a top score in all five areas would result in 100 percent or, in other words, native proficiency. Some sort

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of scale like this accompanies almost all speaking tests using holistic grading based on assessment for five criteria. The rubric is made simply with a maximum of 25 points on each of these 5 aspects, 100 points in all.

2. Critical Debate

a. The Meaning of Critical Debate

According to Barkley, et al (2005: 126), critical debate is a fairly complex Collaborative Learning Technique (CoLT) and thus requires ample preparation. First, spend sufficient time selecting a controversial topic in the field with two identifiable, arguable, and opposing sides that are appropriate to debate. Carefully craft the debate proposition into a one-sentence statement, such as, Universities should used affirmative action policies to determine student admission.

Proposition statements should avoid ambiguity, yet be general enough to offer students flexibility in building arguments.

Second, determine whether students need any background information to address the proposition. Prepare students for the debate through lecture, assigned reading, discussion, or student research on the topic.

Third, identify ground rules. For example, allow students to use as many arguments as they wish, or have students spend five to ten minutes brainstorming all possible arguments supporting their position and then select their five best arguments. Consider whether each team should select one person as spokesperson, or whether each member of the team will be responsible for presenting at least one of the arguments. Thinking about ground rules ahead of time will also provide the

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opportunity to decide whether to assign team members specific role, such as team leader or timekeeper. In detail, Barkley, et al (2005: 126) says:

“In a critical debate, individual students select the side of an issue that is contrary to their own views. They then form teams and discuss, present, and argue the issue against an opposing team. Preparing for, participating in, and listening to debates offers many benefits to students. Debates can increase motivation, enhance research skills, promote critical thinking, and develop communication proficiency. Debates expose the class to a focused, in-depth, multiple-perspective analysis of issues. Because critical debates have the added dimension of requiring students to assume a position opposite to their own, they encourage students to challenge their existing assumptions. This can move students beyond simple dualistic thinking, deepen their understanding of an issue, and help them to recognize the range of perspective inherent in complex topics. In this way, critical debate may also build appreciation for diversity and develop tolerance for other viewpoints”.

Referring to the above quotation, it is clear that critical debate attracts the students’ good preparation and participation in order that the debate process runs well. Besides, the technique demands the students to have deep analysis in certain problems, strong argumentations and statements, multiple perspective, and deep thinking in facing problems. Moreover, critical debate also builds the students’ awareness of appreciation for diversity and develops tolerance for other

viewpoints which may appear in the process of discussion. On the other hand, people hold a debate for a number of possible reasons: to convince other people that his/her opinion is better, to listen to what other people think of an issue, to find which solution is the best for a problem, etc. Since competitive debating aims to convince judges that team’s argument is superior, it gives opportunities to use

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analytical-critical thinking and public speaking skills to the fullest, skill which are very useful in everyday life.

Meanwhile, in further view, Michael Birshan in ISDC Official Regulation (2006: 2) says that critical debate is a clash of arguments. For every issue, there are always different sides of story why people support or disagree with that certain issue. Debating seeks to explore the reasons behind each side. To make those reasons understandable and convincing, debaters should deliver their arguments in good communication skills. In addition, a ccompetitive debating is debating using a specific format. With formats, people are regulated to speak one at a time and at side are given the same amount of time and opportunity to prove their point. This format rules out the possibility of who- speaks-or-fastest shall win the debate. It encourages people not only to speak out but also to listen to the other side. In this case, there are many formats of debates: Karl popper format, British Parliamentary format, Australasian format, World schools format, etc.

Another definition is given by Estaugh (2006: 1) says that a debate is a contest, or, perhaps, like a game where two or more speakers present their

arguments intent to persuading one another. It is a clash of argument between two teams that try hard to defence their arguments. The two teams are called the affirmative team or positive team and the negative team. The affirmative team supports the motion; the topic is being debated, while the negative team opposes the motion. The affirmative team acts as the government side and the negative acts the Opposition Party. A similar definition is given by Wikipedia Indonesia.

commit to user In the encyclopedia it is states that:

Debat adalah kegiatan adu argumentasi antara dua pihak atau lebih, baik secara perorangan maupun kelompok, dalam mendiskusikan dan

memutuskan masalah dan perbedaan. Secara formal debate banyak dilakukan dalam intitusi legislative seperti parlemen, terutama di Negara-negara yang menggunakan system opposisi. Dalam hal ini debate dilakukan menuruti aturan-aturan yang jelas dan hasil dari debate dapat dihasilkan melalui votting atau melalui keputusan juri.

From the definition above it can be concluded that basically debate is a clash of arguments between two teams, the Affirmative team and Negative team, to solve a problem. The winner of the debate contest is decided by the juries or adjudicators based on the rules and regulation which have been agreed before. Each team tries hard to defense its arguments in order to win the debate. The arguments should explain clearly, why a team supports or opposes the topic being debated.

b. The Procedure of Critical Debate Technique

It is necessary to remember that debating is not a discussion process in which there is no compromised result as in a discussion. The point of having a debate is to speak out and listen to different kinds of opinions and at the end respecting those differences. Barkley (2005: 127) proposes the procedure of conducting critical debate, they are:

1. Propose the motion and ask students to indentify which side of the proposition they most support. They can indicate a preference by raising their hands or by writing their names and choice on a sign up sheet or piece of paper.

2. Explain to students that they will argue the side that is contrary to their own beliefs, stressing the benefits of arguing against their personal views (for

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example, it helps them to clarify their own ideas and to deepen their understanding of the issue).

3. Divide student into four-to six member teams, with half the teams’ assigned to one side of argument and the other half assigned to the opposing argument. Try to get as many as possible arguing for the side they disagree with, realizing that especially with compex issue, students will likely not devide evenly.

4. Explain ground rules and give the students time to assign role and organize how they will prepare for and conduct the debate.

5. Give students time to prepare their arguments ( such as fifteen or thirty minutes ).

6. Pair teams representing opposing sides.

7. Announce and allow time to present arguments (such as five minutes each side, ten minutes total).

8. Give teams time to prepare rebuttals (such as ten minutes).

9. Announce and allow time to present rebuttals (such as five minutes each side, ten minutes total).

10.Hold a whole-class discussion to summarize the important issue and to give students the opportunity to discuss the experience of arguing opinions they do not hold. So competitive debating is debating using a format. What format does Indonesians use? How does it work? The Indonesian school debating championship use the world schools format proposed by Michael Birshan in ISDC Official Regulation (2006: .2). This format works as follows:

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156

CHAPTER V

CONCLUSION, IMPLICATION, AND RECOMMENDATION

A. Conclusion

Based on the findings of improving students’ speaking ability through Critical Debate Technique in this research, the major conclusion can be stated that the implementation of Critical Debate Technique has many advantages to help students improve their speaking ability and encourage them to be more active in the speaking class. Based on the result of the research above, it can be concluded that; 1) Critical Debate Technique can improve students’ speaking ability; 2) Critical Debate Technique can increase the students ‘involvement in learning teaching process, and 3) Critical Debate Technique can improve on appreciation for diversity and develop tolerance for other viewpoints; 4) Critical Debate Technique can raise motivation and interest; 5) Critical Debate technique build the establishment on the psychological therapy; 6) Critical Debate Technique can promote the students’ critical thinking.

1. Critical Debate Technique can improve Students’ speaking Ability

Critical Debate Technique can improve Students’ speaking Ability. It was proved from the improvement of speaking score obtained by students. The speaking score increases every cycle. Speaking score in cycle 1 is better than before the research was carry out. The speaking in cycle 2 is better than cycle 1. It is also much better in cycle 3. Critical Debate Technique can improve Students’ speaking score in some aspects. The improvement on speaking ability can be

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recognized from the improvement on the students’ pronunciation, grammar, content, organization, and fluency. That improvement automatically improves the speaking ability of the students which are reflected in their speaking ability. The average score of those aspects also show good improvement. Every score of pronunciation in cycle 1 is better than in pre-research. The pronunciation in cycle 2 is better than in cycle1. The pronunciation in cycle 3 is better than in cycle 2. The average score of content, organization, grammar and fluency also show good improvement in each cycle.

2. Critical Debate Technique can increase the students ‘involvement in

learning teaching process.

Most of the students become very active in speaking class. they involve in the activities actively. The students have much time to talk with their friends in the team. They also take a part actively to speak with their team. Critical Debate Technique class the students can participate in speaking freely since they are free to express the idea they have in their team without being afraid and shy. Besides that, the students can practice speaking without being force by teacher. So the researcher concludes that Critical Debate Technique can increase the students’ intensity in joining the class.

3. Critical Debate Technique can improve on appreciation for diversity and

develop tolerance for other viewpoints.

The students are becoming closer because they often work and do the task together in team. They often talk and ask each other to finish their assignment. The relationship between students and teacher also better since the teacher always

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talk and contact the students to get the data, either during or after the learning teaching process. That condition makes the students close to the teacher. The teacher always discuss and cooperate with the collaborator before, during, and after the learning teaching process in order to build the appreciation for diversity and develop tolerance for other viewpoints.

The students who always meet the collaborator for 4 months, of course they can know each other and build good relation among them. So, it can be concluded that Critical Debate Technique improves appreciation for diversity and develop tolerance for other viewpoints.

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4. Critical Debate Technique can raise motivation and interest.

In speaking using Critical Debate Technique, the students were encouraged to be active since they have to work in small group. Being with friends motivate them to speak actively. The teacher is as a facilitator who always motivates them to speak. The teacher always monitors the class every time the students work in group. Of course, it encourages the students to be more and more in speaking.

5. Critical Debate technique builds the establishment on the psychological

therapy.

Psychological therapy made the students was shy, less confident, nervous, and passive. They were afraid of being laughed by their friends, and afraid of making mistakes. Those psychological problems also made the students got difficulties in speaking. After attending Critical Debate Technique class, the

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students can release these problems. Critical Debate Technique can behave the students to speak actively in the class. Besides, the students do not feel nervous, afraid, or even less confident because they always have friends to talk with. That’s why it can be realized that Critical Debate Technique can build the establishment on psychological therapy.

6. Critical Debate Technique can promote the students’ critical thinking.

By applying Critical Debate Technique, the students were trained to be good in critical thinking; they had some reasons in giving good argumentation and rebuttal. The students had to be able to find the best solution in delivering a speech and argumentation.

B. Implication

The research finding of this research implies that Critical Debate Technique is a very appropriate method used in speaking course since it can effectively:

1. To develop the speaking ability in eleventh grader of SMAN 1 Sakra. 2. To improve the students’ improvement in learning teaching process. 3. To strengthen the relationship.

4. To improve the motivation and interest

5. To establish better atmosphere to study and the psychological therapy.

C. Recommendation

Realizing that Critical Debate Technique is very appropriate, good, and effective technique to develop the speaking competence. Some recommendations

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are put forward to the teachers, the school of SMAN 1 Sakra, and the other researcher, as follow:

1. To the other teachers

a. The teacher should try any technique in teaching in order to find the appropriate technique to be applied.

b. The teacher should form the small team consisting of not more than 3 students to carry out Critical Debate Technique successfully. Because too many students in team are not effective.

c. The teacher should form the team by combining the active and passive ones in order to avoid the dominating students in a team.

d. The teacher should brief the Critical Debate Technique to the students before it is carried out by explaining them that the score is not only taken from how much the student talks but also how clever she/he interact their friend to speak.

e. The teacher gives clearly defined task in Critical Debate Technique to the students.

f. The teacher should always motivate the students in practicing Critical Debate Technique.

2. To principle of SMAN 1 Sakra

a. The principal should encourage the teachers to apply Critical Debate Technique in order to develop the students’ ability.

b. The principal should provide wireless to facilitate Critical Debate Technique to be applied.

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c. The principal should provide a newspaper in English in order the teachers and students know more information about the hot issue.

3. To the Other Researchers

a. The other researchers should continue the research concerning with this research because it is really needed to have qualified output.

b. The other researchers should develop the instruments which have not been developed in this research.

c. The other researchers should be more active to do the research concerning with the Technique used to develop the students’ ability.

d. The other researchers should pay more attention on the problems raise in developing the students’ ability.