suitable with content Harris 1974: 68-69.
2. Comprehension It defines that comprehension for oral
communication that requires a subject to respond to speech as well as to initiate it Brown 1977:4
3. Grammar It is needed for students to arrange a correct
sentence in conversation Harris 1974
It is students’ ability to manipulate and to distinguish appropriate grammatical from
inappropriate ones Heaton 1978:5
3.6 Speaking Test
The researcher conducted speaking test, less than 90 minutes. The test was to be done orally and directly by using speaking performance. The teacher called four student
and divided into PRO and CONTRA groups. The topic was taken from debatable social live issue. They practiced to expressing their argument based on their side and
the voice was recorded while the debate was occurring. The test was subjective test which there was no exact answer. The teacher gave the score of the students’
speaking ability based on the oral rating sheet provide. The teacher assessed only three aspect vocabulary, comprehension, and grammar because pronunciation and
fluency was little bit hard to subjectivity. Let say pronunciation for India and Singapore people are different from native but it cannot be said their ability in
speaking is bad. They showed their natural speaking. More over the researcher tried
to assess only three aspects to know how far they comprehend and use the language without judging their capacity in producing a sound. In the test the researcher used
inter rater the researcher himself and the English teacher. In evaluating the students’ speaking scores the researcher and another rater not only
listened to the students’ record but also used the oral English performance. The researcher recorded the student’s utterance because it helped the raters to evaluate
more objectively. Rating sheet adapted and modified from Harris 1974:84. Based on the oral rating sheet. Here are the rating scales.
Table 2. Rating Scale from Aspect of Speaking.
Aspects of speaking Rating scales Description
Vocabulary
5 Use of vocabulary and idiom virtually that is
of native speaker.
4 Sometimes use inappropriate terms and must
rephrase ideas, because of inadequate vocabulary.
3 Frequently use the wrong word, conversation
somewhat limited because of inadequate vocabulary.
2 Misuse of words and very limited vocabulary
make comprehension quite difficult.
1 Vocabulary limitations so extreme as to make
conversation virtually impossible.
5 Appear to understand everything without
difficulty.
4 Understand nearly everything at normal
speed although occasionally repetition may
Comprehension
be necessary. 3
Understand most of what is said at slower that
normal speed with repetition. 2
Has great difficulty following what is said can comprehend only social conversation
spoken slowly and with frequent repetition.
1 Cannot be said to understand even simple
conversation in English.
Grammar
5 Grammar almost entirely in accurate phrases.
4 Constant errors control of very few major
patterns and frequently preventing communication.
3 Frequent errors showing some major
patterns uncontrolled and causing occasional irritation and misunderstanding.
2 Few errors, with no patterns of failure.
1 No more than two errors during the dialogue.
The high score is 5 in every aspect, if the aspect has 5 so the total score is 15 and 15 equals 100. So the highest score is 100 . Here is the identification of the score.
If the total score of all aspect are:
Table 3. Identification of The Speaking Scores.
15 = 100
14 = 93
13 = 87
12 = 80
11 = 73
10 = 67
9 = 60
8 = 53
7 = 47
6 = 40
5 = 33
4 = 27
3 = 20
2 = 13
1 = 7
3.7 Data Analysis
In order to find out the increase of the student’ speaking ability after being taught by using debate, the researcher examined the student’ score using the following step.
The first was scoring the pre-test and the post test. The second was tabulating the score of the students’ speaking ability result using rating scale.
The data of the score of pretestT1 and the posttest T2 can be seen on the table below:
