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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
using Critical Debate technique in teaching speaking.
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CHAPTER II REVIEW OF RELATED LITERATURE
