43
Table 4.6 The result of interview question number 2 .
Question: Does the instructor give you some tips and trick for debate? What are the activities in your debate extracurricular?
Quantity Responses
8 The instructor divided the students into two groups and gave a
topic. Then, stimulated a debate.
All of the students answered that they did not have kind of special activities. In the beginning of meeting, their instructor divided the students into
two groups pro and contra and gave them a topic. After that, each group would discuss the topic for around 15 minutes. Then, the students have a kind of debate
simulation. In this section, the instructor would be a time keeper. Also, he would write some notes about the students’ performance. At the end of meeting, the
instructor evaluated the performance both in group and individually.
Table 4.7 The result of interview question number 3
Q: Is debate effective to improve your speaking skills? Why? Quantity
Responses
5 Yes, I gain many vocabularies in each meeting.
3 Yes, debate teach me to speak smartly, think before
speaking.
For this question, five students said that debate improved their speaking skills because debate enriched their English vocabularies in each meeting. Also,
three students said that debate made them to think before speaking. The students
44 said that the debate extracurricular gave them the opportunities to practice
speaking English directly to other people. Beside that, they learn about how to respect other people, for examples: other people would not mock them if they
made mistakes, they would listen if others speak.
Table 4.8 The result of interview question number 4
Q: Do you have certain themes for debate practicing in the extracurricular?
Quantity Responses
8 Some parliament and small topics
The researcher also asked about the theme that used in the extracurricular. The students said that they talked about parliament topics because most of topics
that used in debate competitions are about parliament, such as government policy. However, in their free time, they debated about little things, for example which
better between chocolate and strawberry ice cream. Those little topics helped them to refresh their brain.
3. Observation
The researcher observed the debate extracurricular of SMAN 8 Yogyakarta for three times. The researcher made an observation sheet to help the
observing process. The observations sheet contained six statements. Each statement had range score from the lowest 1 to the highest 5. To get the result, the
researcher counted all the score in each aspect divided 3 then the total score in each aspect. The average scores can be seen in the table below.
45
Aspects Theories
Statements Standards
Average Score
Instructor’s preparation
Murcia 2000 A teacher must see
the big picture of the course and be aware
of the goals and objectives
for the
entire term before planning weekly and
daily lessons p. 407. The teacher
prepares a lesson plan
before teaching the
students. Come late
1 point
4 On-time
2 points Do not have a
lesson plan 3 points
Have a non- formal lesson
plan 4 points
Have a formal written lesson
plan 5 points
Instructor’s capability
Fertig 2012 Teachers
play a
crucial role
in providing
opportunities for
students in
their charge
to develop
students’ ability p. 14.
The teacher is capable
explaining the materials.
Do not lead the activities
1 point
5 Do not have
any solution for students’
problems in speaking
2 points Answers some
students’ questions
3 points Answer mostly
students’ questions
4 points Answer all the
students’ questions
5 points
Instructor’s delivery
Tuan Mai 2015 Teachers
should personalize
and simplify the topics in
the textbook to make them
easier, more
interesting and
The teacher conducts the
activities interestingly.
Force the students to talk
seriously 1 point
4.3 Do the debate
strictly 2 points
46 relevant to their lives
p. 11. Give the
students break moments
3 points Use teaching
media 4 points
Have ice breaking
moments 5 points
Students’ responses
Gibson, Ivancevich, Donnely, and
Konopaske 1985 If someone needs
something, he or she will have positive
perception on his or her goals to get the
needs p. 101.
Students are proactive
during the activities.
20 of students ask
the teacher 1 point
4.6 40 of
students ask the teacher
2 points 60 of
students ask the teacher
3 points 80 of
students ask the teacher
4 points 100 of
students ask the teacher
5 points
Students are enthusiastic
on debate activities.
20 of students give
arguments enthusiastically
1 point 40 of
students give arguments
enthusiastically 2 points
60 of students give
arguments enthusiastically
3 points
47 80 of
students give arguments
enthusiastically 4 points
100 of students give
arguments enthusiastically
5 points
Students have improvement
during the activities.
20 of students have
improvements in speaking
1 point 40 of
students have improvements
in speaking 2 points
60 of students have
improvements in speaking
3 points 80 of
students have improvements
in speaking 4 points
100 of students have
improvements in speaking
5 points
The first aspect is the instructor’s preparation. The statement for this aspect is: the instructor prepares a lesson plan before teaching the students. The
researcher gave score four out of five because the instructor had some of preparations but not really formal. He is a student in a university in Yogyakarta.
48 He prepared the topic and set the activities, but he did not make a formal lesson
plan because the school did not need the lesson plan for debate extracurricular. The second aspect is about the instructor’s capability. The statement for
the second aspect is: the instructor is capable explaining the materials. The researcher gave five out of five points because he really did great job. He led the
students during the activities. He monitored the students’ performance in debating, then gav
e evaluation for each students. He explain the students’ mistakes and gave them some solution for the mistakes. As the result, the students
had some improvements for the next performances. The third aspect is about the instructor’s delivery during the activities. The
statement for this aspect is: the instructor conducts the activities interestingly. The researcher gave 4.3 out of five point. The instructor could take control the
activities but still let the students to enjoy the activities. Sometimes, the instructor gave some ice breaking moment
s to refresh students’ brain. The instructor conducted student-centered learning activities. The instructor let the students to
give their opinion about the issues. The instructor conducted the extracurricular outside of school, so the students had other new learning environments.
The last aspect is students’ responses. This aspect had three statements. The first statement is: students are proactive during activities. For this statement,
the researcher gave score 4.6 out of five. During the extracurricular meetings, the students expressed their ideas freely. Each student respected to other’s opinions
and gave the feedback. The second statement for this aspect is students are
49 enthusiastic on debate activities. The researcher gave five out of five points for
this statement. The students were enthusiastic to build some background knowledge from many sources and gave their opinion while debating with other
group. The third statement is students have improvements during the activities. The researcher gave 4.3 out of five points to this statement. The researcher
observed the extracurricular for three times. The students always attended the meetings and make some improvements. They enriched their vocabularies and
spoke more fluently.
B. Discussion
