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establish the psychological therapy because the students can release those feeling when they attended the Critical Debate Technique classroom.
6. The improvement on students’ ability to promote critical thinking.
Critical Debate Technique can promote critical thinking. In detail,
Barkley, et al 2005: 126 says: Debates can increase motivation, enhance
research skills, promote critical thinking, and develop communication proficiency. Debates expose the class to a focused, in-depth, multiple-perspective analysis of
issues. Because critical debates have the added dimension of requiring students to assume a position opposite to their own, they encourage students to challenge
their existing assumptions. This can move students beyond simple dualistic thinking.
Finally, the researcher finds that the implementation of Critical Debate Technique in speaking course can develop the speaking ability of the second-year
students of SMAN 1 Sakra. However, during the implementation of Critical Debate Technique in speaking course there were some strengths and weakness.
The strengths were as follows: 1 the relationship between the teacher and students was closer; 2 the support from collaborator was very good; 3 the
atmosphere in the classroom was very good; 4 the students were more motivated to speak; 5 the students were more active; 6 the students could help each other;
7 the students could gain new knowledge; 8 the students could have better interaction.
While the weaknesses were as follows: 1 the students still had poor pronunciation; 2 the students still had problem in understanding or miss
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understanding; 3 the students still had bad grammar; 4 the students had less fluency; 5 the students still have problem in proposition; 6 there were some
empirical weaknesses – there were dominating students, the class was noisy, Critical Debate Technique took longer time selecting a controversial topic in the
field with two identifiable, arguable, and opposing sides that are appropriate to debate.
Although there were some strengths and weakness, in general the implementation of Critical Debate Technique in speaking course was effective
since the students’ speaking improves. In other words, Critical Debate Technique can develop the speaking ability of the eleventh grade of SMAN 1 Sakra during
the learning teaching process, the students were very active.
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CHAPTER V CONCLUSION, IMPLICATION, AND RECOMMENDATION
A. Conclusion
Based on the findings of improving students’ speaking ability through Critical Debate Technique in this research, the major conclusion can be stated that
the implementation of Critical Debate Technique has many advantages to help students improve their speaking ability and encourage them to be more active in
the speaking class. Based on the result of the research above, it can be concluded that; 1 Critical Debate Technique can improve students’ speaking ability; 2
Critical Debate Technique can increase the students ‘involvement in learning teaching process, and 3 Critical Debate Technique can improve on appreciation
for diversity and develop tolerance for other viewpoints; 4 Critical Debate Technique can raise motivation and interest; 5 Critical Debate technique build
the establishment on the psychological therapy; 6 Critical Debate Technique can promote the students’ critical thinking.
1. Critical Debate Technique can improve Students’ speaking Ability
Critical Debate Technique can improve Students’ speaking Ability. It was proved from the improvement of speaking score obtained by students. The
speaking score increases every cycle. Speaking score in cycle 1 is better than before the research was carry out. The speaking in cycle 2 is better than cycle 1. It
is also much better in cycle 3. Critical Debate Technique can improve Students’ speaking score in some aspects. The improvement on speaking ability can be
