Cycle 2 The Implementation of The Research

commit to user 99 b The weaknesses 1 The students still had poor pronunciation. It was recognized by un appropriate pronunciation spoken by the students. 2 The students still had problem in fluency. 3 The students still had problem in grammar. It was recognized by the grammar used in speaking was not well arrange. 4 The slow students still a little passive. 5 The students still doubt to express their opinion and argument. c Recommendation Based on the weakness happen in cycle 1, it is recommended to do following things in cycle 2: 1 The students should be drilled pronunciation. 2 The students’ grammar should be improved. 3 The students’ fluency should be improved. 4 The students should be given high motivation to support their spirit. 5 The students should be supported not to be worry to make mistake. Give strong motivation.

b. Cycle 2

Based on the reflection on the previous cycle, the researcher still has some problems in implementing Critical Debate Technique in speaking class; they are 1 the students should be drilled pronunciation; 2 the students’ grammar should be improved; 3 the students ‘fluency should be improved. As the previous cycle, in cycle 2 the researcher describes in details the process of commit to user 100 teaching speaking using critical debate technique including the four steps done – planning, acting, observing, and reflecting.

1 Planning

Based on the recommendation in cycle 1, the researcher purposed a planning to solve the problems and accommodate the possible aspects enabling the development of the students speaking ability. To overcome the problems in cycle 1, the researcher did a planning consisting of some steps: 1 make lesson plans containing the learning teaching process in speaking using Critical Debate Technique in cycle 2; 2 discuss and cooperate with collaborator in order to succeed the learning teaching process using Critical Debate Technique and everything that would be done in cycle 2; 3 prepare the instruments consisting of speaking assessment using Critical Debate Technique, observation, and protocol interview. Related with planning in cycle 2, the researcher planned: 1 drill pronunciation to the students; 2 improve the students’ grammar; 3 improve the students’ fluency; 4 The students should be given high motivation to support their spirit; 5 The students should be supported not to be worry to make mistake. Give strong motivation.

2 Acting

Acting was the implementation of these activities that have been made in the planning. The stage of acting included 3 meetings for different materials and the same motion as schedule below: commit to user 101 Table 10: Schedule of cycle 2 Meeting Day Date Materials 1 Thursday, 10 March 2011 Expressing personal opinion 1 Passive Modal 1 The importance of English 1 2 Saturday, 12 March 2011 Expressing personal opinion 2 Passive Modal 2 The importance of English 2 3 Monday, 14 March 2011 Assessment on oral test English is the most important tool in globalization era”. a The first meeting The first meeting of cycle 2 was conducted on Thursday, 10 March 2011 there were collaborator-WDJ and 31 students attend the class. There was cameraman in charge of documenting the research- recorded the research and took the pictures of the research. In this part, the teacher did a set of activities dealing with the teaching learning process as mentioned before. The detail information about the steps could be seen in the following parts: 1 Opening the Class Warming Up In this activity, the researcher used opening session to focus the students’ attention. He used greeting before beginning the lesson. The researcher came to the class and greeted them. He asked the students about their condition. He also asked about the students’ attendance. commit to user 102 Meanwhile, when the teacher warmed up the class, most of them seemed to be ready and strived to answer what the teacher asked. However, there were also some students who looked un-ready to answer the teacher’ question. For example; the teacher asked a certain student who looked mumble at him “ what are you whispering?” The student just said and answered slowly “ nothing, sir The teacher responded “ are you serious?” Then the student replied again “ Yes, sir Nothing serious” after that, the researcher continued to greet another student. It was last for five minutes. As the teacher stated before, in doing this activity, the teacher moved on from one student to another to give daily light questions randomly. 2 Presentation surviving the materials Before explaining the material, the teacher reviewed the topic that had been taught in the previous meeting. After that, the researcher gave explanations about the way to do a debate. The teacher explained the procedures of debate activity and the topic that related to the motion. The new material had been given by the teacher in the previous meeting before schedule of speaking class. The topic was: The Importance of English and the motion was “ English is the most important tool in globalization era” . After that, the teacher explained about the topic that related to motion in this case the students were going to present the materials related to passive voice, asking someone’s opinion and enriching vocabularies concerning with the theme “The importance of English” and For the detail information will be explained in the following parts: commit to user 103 a Passive Voice Passive Voice: Subject + To be + Past participle For examples: It was announced that day Oil had been discovered of the Coast of Small Island b Expressing personal opinion Question Word AuxiliaryVerb Subject Verb I What do you Think of… What is your opinion About… do you Agree? c Vocabularies Noun: world [weld] language [langwij] international [internesyinel] knowledge [nowledge] development [divelpment] requirement [rekwayment] country [kantri] applicants [aplikents] After the researcher had written those expressions, he asked the students to follow her speech in order to check the students’ pronunciation that consisted of; d Pronunciation and Intonation Drills v Substitution Drills: world [weld] language [langwij] international [internesyinel] knowledge [nowledge] commit to user 104 development [divelpment] requirement [rekwayment] country [kantri] applicants [aplikents] v Structure Drill: Question and Answer Drills A: What do you think of school senior high school English teachers? B: In my opinion, senior high school English teachers work hard. They are not only dedicated to....... A: What is your opinion about English? B: In my opinion, English is the…….. v Next step, the researcher gave drill dialogue to the students which sat in the left side as A as the asking for someone’ opinion and the students sat in the right side as the opposite of A as the responderB. If they were done, they could change their position, A become B and on the contrary. v In giving the drill, words or expressions utterances, the researcher could repeat it one more time if the students got difficulties. After finishing the explanation and direction to do activity, the next step was; the class was talking about those expressions. It meant that, if the students had some questions or they did not understand about the topic, they could consult by raising hand then conveying the question. In this session, the researcher gave a chance to the students to ask some questions if they did not understand the material yet. 3 Practice Practicing Activity In this activity, the researcher asked the students doing a debate activity. The students practiced the debate with the material or the theme that had been commit to user 105 given by the teacher. The researcher asked the students to make five groups consisting of 4 until 6 students randomly. The first group for pro, second group for contra, third group for mediator, the fourth group for defender of the first group pro group and the fifth group for defender of the second group contra group. The students did the debate activity based on the topic that was given by the teacher. The teacher as facilitator provided the material, controlled the implementation of debate and gave correction to the students. Before doing debate, the researcher reminded the students the ways to do critical debate and 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. In this case, the teacher used a format the same as he did in the first cycle. Therefore, it is not necessary to explain it in this session. 4 Production In this part, the teacher did almost the same activity as what he did in the previous cycle. Checking the students understanding on what they had just learned, the teacher asked the students did a debate activity. The teacher asked them to make team about ten and gave them the topic. There were 2 debating teams consisting of 3 three debaters who would be 1 st , 2 nd , and 3 rd speakers of the team. One team was as affirmative side- the side agreeing with the motion. The other team was as the opposition negative side- the side disagreeing with the motion. Each speaker delivered a substantial speech of 4 four minutes in duration, with the affirmative going first. Afterwards, either the 1 st or 2rd speaker commit to user 106 on both sides delivered the reply speeches of 4 four minutes in duration, with the negative going first. When the students did the debate process, the collaborator observed the implementation of Critical Debate. The observation was done to gain or record data about aspects or events occurred during the implementation of the technique. She also observed the teacher’s activities and the students’ attitudes during the implementation of Critical Debate. 5 Closure closing the class Finishing all the activities, the researcher closed the class by saying “ thanks for your attention in joining the class” . But before closing the class, he didn’t forget to remind them to study harder in order they could master English speaking competence better. Besides, he also gave a chance to ask the difficult things that they didn’t understand yet. Then, he told the students the following topic that they were going to study well. Finally, he said “ good bye, see you next meeting.” After the class end, some students were informally interview by the teacher about the learning teaching process they had just attended. Students with the data source S 27 said that: “ Belajar berbicara dengan menggunakan Critical Debate Technique dapat melatih pengucapan kita menjadi semakin baik, dan penguasaan kosa-kata juga semakin banyak, siswa dituntut untuk bisa mengungkapkan argumentasinya berdasarkan pada pokok permasalahan yang sedang diperdebatkan, kemudian kalau ada kata-kata yang salah pengucapannya lansung dibetulkan oleh team saya. Speaking saya sekarang bertambah lancar,walaupun ada sedikit kendala dalam penyusunan kata-kata, yang penting berani mengungkapkan argumentasi”. Saturday, 12 March 2011 Quite different statement was stated by the student with the data source S11, follows: commit to user 107 “Belajar speaking dengan menggunakan Critical Debate Technique dapat menambah ilmu pengetahuan, disamping juga bisa melatih keberanian untuk bisa berbicara di depan kelas, awalnya saya takut tampil di depan kelas, tapi karena dilatih terus maka ketakutan itu sirna begitu saja, dan saya sekarang bisa menyanggah penyataan team lawan dengan menggunakan alasan yang tepat sesuai dengan masalah yang sedang diperdebatkan.”Saturday, 12 March 2011” b Second Meeting The second meeting of cycle 2 was conducted on Saturday, 12 March 2011, as usual the speaking class was carried out for 90 minutes, 08.45 a.m. until 10.15 a.m. there was a collaborator WDJ and 31 students. In this part, the teacher did a set of activities dealing with the teaching learning process like the first meeting. In this meeting, the teacher hoped the students to be better than previous meeting. They could learn about their weaknesses and improve it because the theme is still the same as the previous theme “ The Importance of English” . In this meeting, the activity consisted of five items namely opening the class warming up, presentation surviving the materials, practice practicing activity, production checking the students’ understanding about the give materials and closure closing the class. All activities were done in the same way as what had been done in the first meeting. 1 Opening the Class Warming Up This activity was not quite different from the first meeting. The teacher started from opening session to focus the students’ attention. He used greeting before beginning the lesson. The teacher came to the class and greeted them. He asked the students about their condition and also checked about the students’ commit to user 108 attendance. He reminded them not to be noise. He gave them a riddle to guess in order to focus their concentration to the topic. When the teacher opened the lesson, the students looked so ready to join the lesson. They sat on their seat neatly and they mostly paid attention to their teachers explanation. However, on the left side part there were students who made a little conversation but they didnt disturb the class at once. The teacher gave questions to check students understanding about the previous lesson; they mostly could answer it well. They mastered the previous material well. There was no misunderstanding between them. 2 Presentation Surviving the Materials In this part, the teacher only repeated the previous expressions by giving explanation about what the students had learned before. It was aimed to enrich their understanding about the expressions dealing with the topic. In this case, he gave them other expressions. Then the students’ repeated after him loudly. After that he pointed some students to pronoun certain words related with the motion. When the teacher explained about the topic that related to the motion “ English is the most important tool in globalization era.” there was one student raised her hand. She asked “ Sir, Could you give me the formula of passive voice ?” Then the teacher replied” yes of course, I could ,” here you are Anything else The teacher asked to the students. Because there were no questions anymore, the teacher continued to next series of activities. commit to user 109 3 Practice Main Activity In this part, the teacher asked the students to repeat their previous topic by practicing it in front of the class. In this case, they were asked to produce or use their own idea in English. The teacher reminded them not to be afraid to make mistakes; English was not their own language. Mistake was common, but later on he committed to correct their mistake especially five indicators, they were content, organization, grammar, pronunciations and the last one was fluency. Therefore, once more the teacher reminded them not to be afraid to make mistake. He also reminded them to do their best. There are 2 teams debating, each consists of 3 three debaters who would be 1 st .2rd and 3 rd speakers of the team. One team shall be affirmative side- the side agreeing with the motion. The other team shall be the opposition negative side- the side disagreeing with the motion. Each speaker will deliver a substantial speech of 8 eight minutes in duration, with the affirmative going first. Afterwards, either the 1 st or 2rd speaker on both sides will deliver the reply speeches of 4 four minutes in duration, with the negative going first. There are 2 teams debating, each consists of 3 three debaters who would be 1 st. 2 nd, and 3 rd speakers of each of the team. a One team will be the GovernmentAffirmative side – the side agreeing with the motion. The other team will be the oppositionnegative side-the side disagreeing with the motion. b Each speaker will deliver a substantial speech of 8 eight minutes in duration, with the affirmative going first. Afterwards, either the 1 st or 2 nd speaker on commit to user 110 both sides will deliver the reply speech of 4 four minutes in duration, with the negative going first. Thus, the complete order of speaking during a debate is as follow: 1 st Aff à 1 st Neg à 2 nd Aff à 2 nd Neg à 3 rd Aff à 3 rd Neg à Reply Neg à Reply Aff c In a substantive speech, members of the opposing team are allowed to give an interruption, called Points of Information POI, to the speaker delivering the speech. POIs may be delivered between the 1 st and 7 th minute of the 8- minute-speech d A time keeper will signal the time. There will be one knock at the end of the 1 st and 7 th minutes, to signal the starting and ending times for POI. And two knocks at the 8th minute to signal that delivery time for speech has ended. Any debater speaking before 7 th minutes shall be considered under-time and hisher points could be reduced. Any debater speaking after 8 th minutes 30 second shall be considered overtime and hisher points could be reduce as well e For reply speech, there will be one knock at the 3 rd minute, to signal that delivery time is almost over, and two knocks at the 4 th minute. f Every debate shall be judge by an odd number judges and only the judges shall decide who wins the debate there is no draw in result of a debate g Every team is given 30 minutes preparation time after the motion is released and before the debate begins. During this preparation time, teams are not allowed to get help from anybody be it coaches, teachers, parents or friends or use laptop, PDAs, or any other communication devices. commit to user 111 When the students practiced, they looked so happily enjoying the lesson. They showed their good physical expression, no burden anymore. They looked excited to do it. They express some useful expression liked expressing personal opinions: in my opinion…, from my point of you…, well personally…, what I am more…, concerned with is…, in my case…, I think …, those were very important in doing critical debate. They didnt shy and doubt anymore. They did freely without any burden, they almost did it perfectly. Sometimes their friend gave applause too. They returned to their seat again. Then the second group continued practicing in front of the class. When they practiced it, there was a member who was still a little doubt to express. Perhaps, she-didnt make preparation well at home. She often responded the teacher’s questions not serious, a little bit lazy. Her friend often asked her to repeat again by saying pardon me. But principally she could practice it well. The last group took turns, this practicing was better than the others group. There were some useful expressions that they used like what do you think of …? What do you think about…? In my opinion…, from my point of view… those expressions are very importance for students in doing critical debate. There were no serious problems. They all could practice them well. Only a little problem happened to students just how to express some useful expression. The last but not less, the students’ willingness to master English orally increased significant, they could applied it in their real daily life. commit to user 112 4 Production This part, the researcher and collaborator asked the students did a debate freely. There are five aspects had to be met to the students namely: content, organization, grammar, pronunciation and fluency. They may get a maximum of 25 points on each of these five points and one hundred points in all. The teacher and collaborator asked the students to make ten teams. Then teacher gave them the topic. The motion was “ English is the most important tool in globalization era” . There are 2 teams debating, each consists of 3 three debaters who would be 1 st .2rd and 3 rd speakers of the team. One team shall be affirmative side- the side agreeing with the motion. The other team shall be the opposition negative side- the side disagreeing with the motion. Each speaker will deliver a substantial speech of 8 eight minutes in duration, with the affirmative going first. Afterwards, either the 1 st or 2rd speaker on both sides will deliver the reply speeches of 4 four minutes in duration, with the negative going first. Each speaker will deliver a substantial speech of 4 four minutes in duration, with the affirmative going first. Afterwards, either the 1 st or 2 nd speaker on both sides will deliver the reply speeches of 4 four minutes in duration, with the negative going first. When the students did a debate, the researcher as a teacher guided them in doing Critical Debate. The observation was done to gain or record data about aspects or events which is occurring during the implementation of the strategy. commit to user 113 Meanwhile, the collaborator observed the researcher’s activities and the students’ attitudes during the implementation of Critical Debate. 5 Closure closing the class Before closing the lesson, the teacher gave the students’ opportunity to ask some questions related to the topic. Before closing the meeting, he concluded that there were some indicators had to be mastered at home namely: content, organization, grammar, pronunciation and the last one was fluency. The teacher reminded the students to study harder at home and prepared the next meeting as good as possible. Thanks you, see you next meeting . After the class end the teacher called some students to be interviewed informally about the learning teaching process. The data with data source S 14 stated that: “Degan menggunakan cara mengajar seperti itu saya sangat termotivasi, sebab saya bisa bertukar ide dengan team kelompok saya, dan disamping itu saya menjadi sedikit kritis dalam menanggapi pernyatan team lawan, cara inilah yang selama ini saya tunggu tunggu, disamping berpikir kritis, kita juga dilatih untuk mempertajam daya nalar, sehingga kita terlatih menjadi pembicara yang baik dengan menguasai semua aspek bahasa.” Saturday, 12 March 2011 c Third Meeting The third meeting was conducted on Monday, 14 March 2011. In this part the researcher and collaborator evaluated the students orally test. The activities only consisted of three activities namely opening the class warming up, main activity doing the test orally. And closure ending the class. The following were the detail information: commit to user 114 l Opening the Class Before going on his duty, the researcher had to greet the student’s first. Then he didnt forget to check their attendance one by one to make sure that they had been complete. On that day, there were no absent students. They were complete 31 students. Then, the researcher explained what they were going to do on that occasion. He gave a test to evaluate what they had learned before. The test was spoken test. In the spoken test, the students were given time to prepare their argument and they might worked together with their team. The motion was “ English is the most important tool in globalization era” . Each speaker had three minutes maximally to deliver a speech or argument. The researcher gave a lottery to know their team, in this case affirmative team or negative team. 2 Main Activity In this activity, firstly the researcher gave the spoken test to the students. All students with their teams were ready with the topic. In doing debate the researcher and collaborator prepared assessment. There were five indicators: content, organization, grammar, fluency and pronunciation. They may get a maximum of twenty five points on each of these five points and one hundred points in all the analytical scoring rubric of oral language assessment Brown, 2004: 173. The teacher explained about the rules of the Critical Debate Technique. There were 2 debating teams consisting of 3 three debaters who would be 1 st , 2 nd , and 3 rd speakers of the team. One team was as affirmative side- the side commit to user 115 agreeing with the motion. The other team was as the opposition negative side- the side disagreeing with the motion. Each speaker delivered a substantial speech of 8 eight minutes in duration, with the affirmative going first. Afterwards, either he 1 st or 2rd speaker on both sides delivered the reply speeches of 4 four minutes in duration, with the negative going first. When the students did the debate process, the teacher and collaborator gave score to students, the score was individuals ‘score. After the assessment end, the teacher did reflection with the students about the teaching learning process done. The student with the data source S05 admitted as follow: “Menurut saya proses belajar mengajar yang dilaksanaka seperti tadi sangat menantang karena motion yang diberikan sangat sesuai dengan latarbelakang ilmu pengetahuan yang saya miliki, Sehingga saya sangat senang mengikuti tes speaking, lagipula saya bisa menyanggah secara leluasa kepada pihak lawan, pihak alawan kali ini juga menguasai topik sehingga kedua team saling mempertahankan argumentasi teamnya masing masing, pokoknya team kami paling hebat dan tidak takut menhadapi team yang lain.” Monday, 14 March 2011 Based on the reflection done, it was recognized that the test was interesting and the students were happy to do it. Besides that, the students were able to work together with their friend and they did not feel nervous and afraid any more. Quite similar answer was given by the student with the data source S07 as follows: “Dengan mengikuti test seperti tadi, saya merasa tertantang untuk bisa menyanggah pernyataan dari pihak lawan. Pihak lawan kali ini juga tidak kalah seru,mereka bisa menyanggah pernnyatan dari pihak kami dengan menggunakan alasan yang logis, sehingga dapat mempertajam nalar kami untuk bisa berpikir kritis,dan teknik ini sangat menyenangkan bagi saya pribadi.” Monday, 14 March 2011 commit to user 116 The statement given by student with the data source S26 showed and proved that Critical Debate Technique was very effective in speaking assessment since the students felt more relaxed with his team, besides that student was able to argue and rebate with a good reason and he feel satisfied with his speaking. 3 Closure Finishing all the activities, the teacher closed the class by saying thanks to the students’ attention and participation for joining the class well. But before closing the class, he didn’t forget to remind them to study harder in order they could master English speaking competence better. Besides that, he also gave a chance to ask the difficult things that they didn’t understand yet. Then, he told the students the following topic that they had to study well. Finally, he said ” good bye see you next week” . 3 Observing The stage of Observing was carry out in order to find out the effect of the action in developing speaking ability using Critical Debate Technique. It was aimed to find out whether Critical Debate Technique can develop speaking ability of the second year students of SMAN 1 Sakra or not. Besides that, it was aimed to find out how far the teaching technique can make progress to learning process. The technique used in observing was observation and interview. The observation was carried out during the learning teaching process in speaking using Critical Debate Technique. It was done by collaborator and the teacher in each meeting. Since there were in cycle 2, the observation was done for three times- during the first meeting, second meeting and the third meeting. commit to user 117 Out after each meeting finished and also after cycle 2 finished. The interview was carried out by researcher to the students. The interview was done he directly after the class end by interviewing some students about the learning teaching process. The interview was usually done for about 30 minutes. The researcher did the interview for three times because three meetings in cycle 2- three times interview after each meeting-exactly on Thursday, 10 March 2011, Saturday, 12 March 2011, and Monday, 14 March 2011 and interview after the end of cycle 2. Based on the observation done it was found out some results of the research, as follows: a The improvement in speaking ability. Based on the result of the speaking assessment carried out at the last meeting of cycle 2, it was found out that that the students’ speaking ability improved. It was recognized from the score got by students in the assessment of cycle two. The students’ pronunciation improved. The average score of content was 4.09, the average score of organization was 4.09. The average score of grammar was 3.32. The average score of pronunciation was 3.69.The average score of fluency was 3.19.The complete score can be seen in appendix 193. commit to user 118 Table 11: The Average Score before the Research and after Cycle 2. No Aspects Average score Percentage Pre- Research Cycle 1 Cycle 2 1 Content 2.98 3.74 4.09 82 2 Organization 2.95 3.74 4.09 82 3 Grammar 2.59 2.75 3.32 66 4 Pronounciation 2.32 2.65 3.69 74 5 Fluency 2.5 2.51 3.19 64 Total 13.34 15.39 18.38 74 Table 12: Students Speaking Ability in Cycle 2 Number of students Percentages Level of Speaking ability Speaking score 24 77.41 High level Above 6.3 7 22.58 Average level 4 to 6 Low level Under 4 From the table above it can be describe that the researcher found that there were only 24 students who got mark more than minimum standard 6.3 and there were 7 students who got under minimum standard. The average score is 74.13 the highest is 92 and the lowest one is 56. See appendix 194. b The progress on the students’ involvement in learning teaching process. Most of the students involved actively in the activities since they had much time to talk with their friends in team. They did much activity which was commit to user 119 difference from the previous semester. Most of students took part actively in speaking in team. Many students realized that there were chances in their speaking habit. Of course, it was very good for speaking class. Most students practiced actively in speaking instead of keeping silent as they did during this time. This situation much influenced the speaking ability they had. By having much practice in the team with many friends are more relax interesting situation, the students could participate in speaking activity. They could speak English without being forced by other people. It was recognized by students’ intensity in joining the activities in team. It was admitted by the student with the data source S013, as follows: “Menurut saya pribadi, dengan menggunakan technique ini speaking saya semakin lancar, tidak ada lagi kendala dalam mengungkapkan pendapat,. Saya bisa bertukar pendapat dengan team, sehingga saya bisa tampil dengan bagus tanpa paksaan dari team lain, teknik ini sangat menyenangkan dan bisa memotivasi aya untuk mau bicara banyak.”Tuesday, 15 th March 2011. This statement above proved that Critical Debate Technique was interesting and exciting for students because Critical Debate Technique can increase the students’ motivation and make them more confidence to speak. Besides that there was progress, students’ involvement in speaking. They were more active, more confident ,more relax and they could speak English without being force by other people. c To increase the students’ motivation. Most of students had high motivation to speak since they had many friends in team. They were more motivated to speak in speaking class when they have commit to user 120 friends to talk. Besides that, it could make them relax to speak. By having many friends in the team, the students were able to explore the idea and knowledge they had in speaking. Besides that they felt that there was a competition in their team that made students felt challenged to practice. It was recognize by the statement stated by student with the data source S19, as follows: “Menurut saya dengan menggunakan technique critical debate motivasi saya lebih meningkat bila dibandingkan dengan sebelumnya, sebab dengan critical debate, saya bisa mengungkapkan pendapat secara leluasa dengan mengaju kepada topic, secara kebetulan topiknya sangat menantang, sehingga saya merasa percaya diri tampil didepan team saya maupun team lawan, kemudian saya langsung memberikan argumentasi dan sanggahan kepada pihak lawan. Speaking saya semakin lancar dan membuat saya semakin termotivasi.” Tuesday, 15 th March 2011. dThe decrease on the students” psychological problems. The students’ problems in speaking, such as shy, nervous, afraid, less confident, and passive were not appeared anymore. Those problems decrease when Critical Debate Technique was applied to teach speaking. It proves that Critical Debate Technique can decrease the psychological problems in speaking; it was admitted by the student with the data source S 04 as follows: “Pengajaran dengan mengguanakan tehnik debat adalah pengajaran yang sangat tepat bagi saya pribadi, sebab dengan cara ini perasaan malu saya semakin berkurang. Lebih-lebih saya disuruh maju kedepan, awalnya ia tapi labat laun saya semakin okey. Kapan lagi kesempatan ini bisa kita mampaatkan, tapi saya harap pak guru terus menerapkan teknik seperti ini,jangan hanya panas-panas tai ayam.” Tuesday, 15 th March 2011. e The improvement in social relationship The students were able to make friends better than before. They could build better relationship with their friends. The students became closer with their commit to user 121 friends. It was recognized from statement by the student with the data source S 09 saying that: “Dengan menggunakan cara seperti ini cara berbicara saya semakin okey, ini ditandai dengan beberapa kali kami maju di depan kelas untuk mempertahankan argumentasi kami bersama tim kami, ternyata, berlajar dengan mengguakan tim mempunyai keuntungan sangat besar terutama dalam berlatih berbicara. Saya bisa bergaul dengan teman yang memiliki berbagai tipe, namun semua itu adalah pelajaran yang sangat berharga saya. Harus kita saling hormati satu sama lain,,tidak ada perbedaan satu sama lain kita semua sama.” Tuesday, 15 th March 2011. f The improvement on the students’ bravery Critical Debate Technique really good to improve the students’ bravery since it could make the students active to express the idea they have freely without being forced. The students could share their idea in team. The evidence is as students with the data source S 07 saying that: “Belajar berbicara dengan menggunakan tehnik debate membutuhkan keberanian untuk menggunkapkan pendapat, kalau tidak berani berbicara didepan banyak orang jangan harap kita bisa sukses. Keberanian merupakan cerminaan seseorang untuk mau maju. Sekarang saya sudah tidak lagi malu berbicara deadpan teman. Rasa malu itu beransur-ansur hilang begitu saja, karna tiap kali ada pelajaran speaking bapak guru terus melatih kami, tanpa pantang menyerah, sehingga kami dilatih untuk menjadi orang pemberani”. .” Tuesday, 15 th March 2011. g The improvement on the students’ self confident. Critical Debate Technique could a very effective method to be used in speaking since it can improve the self-confidence of the students. in small group, the students were able to increase their confidence by having talking and doing group work together. Critical Debate Technique could make the student have high confidence since they had friends to talk and discuss as well as do the task give. It was admitted by student with the data source S 01, saying that : commit to user 122 “Dengan menggunakan pembelajara tehnik berdebat, saya merasa lebib percaya diri, disini saya dibekali dengan berbagai disiplin ilmu mulai dari politik sampai dengan isu-isu terhangat. Dengan memperoleh ilmu pengetahuan tadi saya lebih percaya diri tampil didepan teman bersama tim kami, saya sebagai ketua tim, membagi tugas masing-masing untuk mempermudah pekerjaan sehingga kami bisa mempresentasikan didepan teman-teaman. .” Tuesday, 15 th March 2011. h The improvement on the students’ ability in solving problem. The students were accustomed to overcome the problem by themselves in the group because they were given clearly define task. By doing so, the students learn how to overcome the problem given. Beside that, it was also to train the students to find the best solution to problem and found its’ logical reason. It was proved from the statement given by student with the data source S 11 as follows: “Dengan menggunakan teknik berdebat saya merasa terbantu dalam hal memecahkan masalah, karena di teknik saya diajar kan bagaimana cara berargumentasi yang baik berdasarkan mosi yang diberikan oleh bapak guru, dalam hal ini ada tiga mosi, dan mosi ini saya tertantanguntuk bisa memecah kan masalah tentu saja dengan menggunakan alsan-alasan yang logis, yang bisa dipertanggung jawabkan, okey, thank you my teacher, you gave me everything.”Tuesday, 15 th March 2011.

4 Reflecting

This stage was aimed at examining the strength and the weaknesses of the first cycle. The weaknesses then were used as the basis for making the recommendation which would be used to make planning for cycle two. The organization of report in this reflection included: a the strengths of developing speaking ability using Critical Debate Technique.; b the weaknesses of developing speaking ability using Critical Debate Technique; and c Recommendation. commit to user 123 a The strengths Based on the reflecting done in cycle 2, it was found out many strengths of the research. They were: 1 Critical Debate Technique improved students speaking ability. The students’ score increase in all aspects of speaking and significant was on pronunciation, grammar and fluency. 2 The relationship between the students and the teacher become closer as they often talked and discussed about the learning teaching process, either during the lesson was done or after the lesson end. However it could create good motivation to study and attend the speaking class. 3 The support from collaborator was very good. The researcher always discussed everything concerning with the learning teaching process, not only before the research was carried out, but also after the research was done. 4 The atmosphere in the class was very good because the students got something new. The students had to study in so different ways that had never been got before that made them felt interested in it. That’s why the students enjoyed the lesson. 5 The students were more motivated to speak since they had many friends to speak. 6 The students were more active in speaking class. When the teacher applied Critical Debate Technique in speaking class. commit to user 124 7 The students got new knowledge from both the teacher and the other students in team. b The weaknesses 1 The under average students felt too difficult to give argument and rebuttal. 2 The students could disturb the other class by making noise, when they conduct critical debate. 3 The fast learners’ students felt insufficient when they share opinion with their slow learners’ team. c Recommendation Based on the weakness happen in cycle 2, it is recommended to do following things in cycle 3: 1 The students’ should be train in delivering argument and rebuttal. 2 The students’ should not make a noise. 3 The fast learners ‘students should be shared opinion with a good team.

c. Cycle 3