30 attitudes, opinions, demographic, information, conditions, and procedures.
Descriptive data are usually obtained through questionnaires, survey, interviews, as well as observations. This study is related to understand some topic aspects by
words since this study observed students ’ perception on the use of debate
activities in improving speaking skills. To initiate the study, the researcher distributed the questionnaire to debate extracurricular members of SMA N 8
Yogyakarta. The questionnaire to obtain necessary information about facts, such as their opinion and thought on a new technique to develop their speaking ability
especially the skills related to speaking in public setting.
B. Research Setting
This study was conducted in SMA N 8 Yogyakarta. The study was done in debate extracurricular of SMAN 8 Yogyakarta. The researcher chose debate
extracurricular of SMAN 8 Yogyakarta because the debate teams were great and had won many titles from school debate competitions.
To know the student’s improvement in speaking, the researcher conducted three observations in the extracurricular. First observation observed the teacher
and students condition during the extracurricular. Second and third observation observed the students’ improvement. The first observation and questionnaire
distribution was conducted on March 29th 2017 at 7.30 PM. The researcher distributed the questionnaires on the first observation meeting because the
researcher wanted to cross check between the questionnaire’s answers and the fact. The second observation was conducted on April 3
rd
, 2017 at 7.00 PM. The
31 third observation was conducted on April 17
th
, 2017 at 7.00 PM. The researcher could not interview all the eight students on the same day cause the time
limitation. Therefore, the researcher interviewed them on different days. The interviews with the students were conducted on April 7th, 10th, and 11th 2017.
C. Research Participants
The participants of this study were members of debate extracurricular in SMAN 8 Yogyakarta. The researcher used debate extracurricular because the
members had already experienced English debates. The number of respondents for each instrument questionnaires and interviews were the same.
D. Instruments and Data Gathering Technique
To conduct the study, instruments are needed so that the research will be easily administered and the gathered data will be well-organized. The research
instruments that will be used in this study are qualitative observation and written description by participant. It will investigate
the students’ perception on the use of debate activities in improving speaking skills.
1. Qualitative Observation
Observation seeks to ascertain what people think and do by watching them as they express themselves’ feeling in various situation. Observation used to be
popular in educational research because it requires no preparation and no apparatus. Johnson and Christensen 2012
stated that “qualitative observation involves observing all potentially relevant phenomena and taking extensive field
32 note, notes taken by an observer, without specifying in advance exactly what to be
observe” p. 207. This study would be helped by qualitative observation since the observation observed all things that potentially relevant and connected to the
topic.
2. Description by Participants
The writer analyzed the obvious evidence to produce a core description of the experience. According to Wahyuni 2012, the data from written description
by participants serve as the ground on which the findings are based p. 26. In constructing the study report, the researcher drew excerpts from the data to
illustrate the findings and to show the readers how the findings were derived from the data. To complete the description by participants, the researcher conducted
questionnaire and interview.
a. Questionnaire
In this study, the questionnaire was utilized in the needs survey as well as in efforts to obtain feedback on the designed set of material. This kind of
instrument was primarily used to obtain written data to support this study. Ary, Jacobs, and Razavieh 1990 said questionnaire can reveal more truthful responses
which are sometimes hard to do in the interviews because the respondents are sometimes reluctant to answer questions honestly p. 189. This kind of
instrument was used to obtain written data to support this study. There was a questionnaire in this study. It was written in English to
measure students’ English skills. The questionnaire consists of three parts. In the first part, the respondents were asked to give opinion about ten close-ended
33 statements. Close-ended statements are needed because the researcher should
know students’ perception on the use of debate activities. The second part of questionnaire asked the respondents about their activities which can improve their
speaking skills. The last part asked the respondents to rate their own speaking skills.
Table 3.1: The description of questionnaire Aims
Theories Type
Total Items
Statements First Part
To know students’
motivation to join debate
extracurricular Lepper 1988
Student motivation naturally has to do with
students desire to participate in the learning
process p. 14. Close-
ended 2
I joined debate extracurricular
because I want to improve my
speaking skills. I join the debate
extracurricular because I think
my English is quite good.
To know instructor’s
response in student’s
speaking skills British Journal 2004
By encouraging students to use clarification
phrases in class when misunderstanding occurs
and by responding positively when they do,
instructors can create an authentic practice
environment within the classroom itself p. 2.
Close- ended
1 The teacher lets
me speaking English during
debate extracurricular.
To know students’
confidences while using
their English skills
British Journal 2014 Teachers develop control
of various clarification strategies, students will
gain confidence in their ability to manage the
various communication situations that they may
encounter outside the Close-
ended 1
I am confident to speak English in
front of my friends.
34 classroom p. 2.
To know students’
method before speaking
Nicholls 1990 A speaker can start by
writing an outline to generate the ideas p.
66. Close-
ended 1
I always make outlines before
speaking in front of audience.
To know students’
opinion on the implementatio
n of debate Kennedy 2007
Debate gives many experiences for students
to analyze, deliver, and organize speeches
quickly and correctly p. 43.
Close- ended
1 Debate
extracurricular helps me to
improve my speaking skills.
To know students’
achievements in speaking
after using debate method
Lepper 1988 Teachers can help
students develop speaking ability by
making them aware of the scripts for different
situations so that they can predict what they
will hear and what they will need to say in
response p. 13. Close-
ended 2
I have improvements in
each meeting of debate
extracurricular. The debate
extracurricular helps me to know
many new English
vocabularies.
To know students’
interest in debate and
English speaking
Gibson, Ivancevich, Donnely, and Konopaske
1985 Situation affected the
feeling and habits in the daily life p. 101.
Close- ended
1 I enjoy the
activities in the debate
extracurricular.
To know students’
evaluation and reflection after
speaking Close-
ended 1
I repeat to learn the material of
debate extracurricular at
home.
Second Part Aim:
to know students’ activities which improve their English speaking skills beside debate.
Third Part Aim:
to know the students’ speaking standard.
35
3. Interview
Interview is a flexible instrument in research because the interviewer can observes the subject as well as the whole situation in which the subject gives the
responses. If the question is unclear enough, the interviewer can explain it again to avoid misinterpretation. In this study, interview was used to obtain further
information from the respondents in giving the answer in the questionnaire. Interview was important when the responses needed a clarification so that more
complete comments and opinions were obtained.
Table 3.2: The description of interview No.
Aims Theories
Questions
1. To know student’s
reasons to join the extracurricular.
Lepper 1988 Student motivation
naturally has to do with students desire to
participate in the learning process p. 14.
Why do you join this extracurricular?
2. To
know the
instructorteacher’s method
in debate
extracurricular. Freely 1969
Debaters should know the subject and thoroughly
prepared p. 179. Does the instructor
give you some tips and trick for debate?
What
are the
activities in your debate
extracurricular?
3. To
know the
effectiveness of debate to improve students’
speaking skills. Kennedy 2007
Debate gives
many experiences for students to
analyze, deliver,
and organize speeches quickly
and correctly p. 43. Is debate effective to
improve your
speaking skills?
Why?
4. To know the certain
themes that be used for debate.
Do you have certain themes for debate
practicing in
the extracurricular?
36
E. Data Analysis Technique
There were three main parts of analyzing the data. The first was analyzing the observations; the researcher analyzed the observation and made a description
of the observation. The next was analyzing the questionnaire. There were four degree of agreements, the researcher counted the number of thick from every
degree of agreements. After that, the researcher counted the raw data into percentages and made an interpretation. The formula of the questionnaire analysis
was presented here:
Note: n
: number of students who choose a certain option ∑n
: total number of students In addition, after the researcher finished calculating the percentage
distributions. The researcher made descriptions on each statement based on the data. Furthermore, the researcher also collected the data from the interview.
During the interview, the researcher used recorder to record the answer of the interviewee. The recording was listened repeatedly to make the transcript of the
interview. The researcher concluded the main points and noted some important information from the interview.
37
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
This chapter presents and discusses the results of research which are obtained from observation, questionnaire, and interview guided from the
researcher. This chapter is divided by two parts; A Result and B Discussion.
A. Findings
This part shows the research results by observing the debate extracurricular. The researcher elaborated this section into three parts. First, the
researcher distributed questionnaires to the debate extracurricular members. Second, the researcher observed the implementation of debate extracurricular. The
last, the researcher interviewed the members of debate extracurricular.
1. Questionnaire
In the first observation, the researcher gave out questionnaires to eight members of debate extracurricular. The questionnaire contains 10 close-ended
questions. The questionnaire helped the researcher to know the students’
perception on the use of debate activities in improving their speaking skills.
Table 4.1 Questionnaire result of the students’ motivation to join the debate extracurricular
No. Statements
Strongly Agree
Agree Disagree
Strongly Disagree
1. I join the debate extracurricular
because I want to improve my speaking skills.
5 62.5
3 37.5
0 0 0 0
37
