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B. The Subject of the Research
The subject of the study is the fourth semester that consists of five classes; they are two classes for social program, one class for culture program and two
classes for natural program which the numbers of students are 150 students. The researcher chooses the natural program as research subject; because based on the
result of the preliminary study and questionnaire, this class has problems in learning speaking that must be solved.
Having gotten the data about the students who are sitting in this program, it shows that they come from different social status and of course have different
characteristics, for instance, from totally 31 students; 4 students come from PNS families, 5 students come from teacher families, 4 students come from
entrepreneur families, and 18 students come from farmer families. While their dwelling place of 27 students come from inside the town and the rests or 4
Students come from outside the town. The above conditions influence the teaching learning process, such as the students coming from outside the town and
moreover from low economic family, they tend to be more humble, low profile, not too bravery, shy and so on than the students coming from inside the town
psychologically.
C. The Method of the Research
In this research, the researcher applied Classroom Action Research CAR. Kemis in Hopkin 1993: 44 states action research is form of self-reflective
inquiry undertaken by participants in social including educational situations in order to improve the rationality and justice of a their own social or educational
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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
Reflecting was the time in which the researcher checked the result. This phase was aimed to find out what the strengths and weakness of Critical Debate
Technique when it was also to identify what had been reached and what had not reached. It was also for finding out why it was so and to decide the following plan
that was done. The researcher discussed about the result of the implementation
with the collaborator. It was done in form of discussion with collaborator. The discussion with the collaborator was aim to evaluate the process of teaching
speaking using Critical Debate Technique, the problems, the effect, and the successful or unsuccessful action, as well as to reconstruct the research.
D. Data and Data Source.
In this research, there were two kinds of data-quantitative data qualitative data. The quantitative data is the data which is the form of number, while
qualitative data is the data which is in form of words or description. The quantitative data in this research is the achievement of the student speaking ability
obtained from the learning teaching process and also from the test. This achievement was expressed based on the Minimum Adequacy Criteria
KKMkriteria Ketuntantasan Minimal for speaking is 6.3. It was also in form of written documentation from result of study- Rapor.”
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The qualitative data in this research is the student’s behavior, activities and involvement in learning teaching process and comment from students in the
teaching learning process. The data of the research is obtained from the following sources:
1. The respondent: the student of SMAN 1 Sakra, the teacher, and the collaborator.
2. The event: the learning teaching process of teaching speaking using Critical Debate Technique.
3. Document; hand out given to the students, the materials the syllabus, the teachers and collaborators’ journal and tape recording, and video shootings.
E. Technique of collecting data