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practice, b their understanding of these practice, and c the situations in which the practices are carried out. It is most rationally empowering when undertaken by
individuals, and sometimes in cooperation with outsiders. In this research, the researcher’s role was as a teacher and also as an active
participant observation. In this research, the researcher used the four phases develop by Kurt Lewin in 1946 in McNiff, 1992 : 23 which involved planning,
acting, observing, and reflecting. Visually, the phases can be seen in figure 3.2.
Figure 4. Basic Model of Action Research by Lewin McNiff, 1992: 22
Developed by Kurt Lewinin McNiff, 1992: 23
The procedures of those phases were as follows:
1. Planning
In this phase, the researcher proposed solution- using Critical Debate in the eleventh grader of SMAN 1 Sakra. In this phase, the researcher designed a
lesson plan using Critical debate Technique to teach speaking. The activity in this Planning
Reflecting
Observing Acting
Planning
Acting
Observing Reflectin
g
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phase consisted of designing syllabus, preparing learning teaching plan, preparing media, and preparing test instrument. All these set of teaching equipments were
closed. see appendix 167-170.
2. Acting
Acting was the implementation of plan. In this phase, the researcher did what had been planned in the previous phase- planning. The researcher
implemented Critical Debate Technique to teach speaking to develop the speaking ability of the eleventh grader of SMAN 1 Sakra. In this phase the researcher
taught the students by using Critical Debate Technique. The collaborator was involved in this phase. The concrete lesson plan was made and can be seen in the
enclose. See appendix 180
3. Observing.
This phase was designed to know the effect of acting. The activity in this phase was observing whether Critical Debate Technique could develop the
speaking ability of the eleventh grader of SMAN 1 Sakra. Besides that, it is also observed the students’ activities and involvement in learning teaching process.
Finally in this phase it was aimed to observe the strengths and weaknesses of Critical Debate Technique when it was implemented in speaking learning teaching
process. These all observations were carried out by writing all the students’
activities and reaction in learning teaching process on the teacher and collaborators journal which had been prepared in advance. In this phase, the
researcher also gave questionnaires to the students interview about learning
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teaching process using Critical Debate Technique they attended. see appendix 171 .
4. Reflecting
