commit to user
9
allocation, standard competences, basic competences, the materials, indicators, the purpose of teaching, teaching method, teaching approach, teaching techniques, the
occurrences of teaching learning activity, teaching aids, the sources of the materials, assessment including types, ,instruments of assessment, and scoring rubric, and the
materials of teaching. The teachers choose topic and material that are relevant to debate activity then organize with the characteristics of the classes, this is important
because each class has different character and condition. By identify the class, teachers can decide what to do in implementation process.
In this activity the researcher using
Rencana Pela ksanaan Pembelajaran
for two semesters.
RPP
is designed by considering the syllabus of Kurikulum 2013 as the curriculum used at SMK N 9 Surakarta, while the syllabus is in the form of
Permendikbud No.59 tahun 2014.
The Standard competence is expressing meaning in oral texts functional and simple short monologue of procedure and report to interact
in the context of students’ daily lives, while the basic competence is expressing meaning in the form of a simple short functional oral texts by using a variety of oral
language accurately , smoothly and grateful in context daily life interaction.The topic that teachers use is high school students should wear uniforms, this topic will be the
motion in debate. Learning objectives are; 1 Expresses sentence about agreement and disagreement, 2 understand how to deliver a good argument in the debate, 3 the
students able to deliver a good argument. The students will learn about expressing agree and disagreement by using World Style debate.
a. Pre Activity Before students do the debate, the teachers can conduct brainstorming. Teachers
introduce the topic and ask the opinions about the topic, the students can use Bahasa Indonesia in explain their opinion. Brainstorming provides opportunity to help
students give feedback on ideas, and organize the ideas before they conduct the debate. After the teachers conduct brainstorming, then teachers start the learning
commit to user
10
process by giving the student explanation about the topic that they will get, the teachers will teach about agreement and disagreement.
Agreement and Disagreement
Agreement
Disagreement
There is no doubt about it that... I absolutely agree with you.
I agree with you entirely. I totally agree with you.
I simply must agree with that. I am of the same opinion.
I am of the same opinion.
That’s exactly what I think. I dont agree with you.
I’m sorry, but I disagree. Im afraid, I cant agree with you.
The problem is that... I very much doubt whether...
This is in complete contradiction to...
With all due respect,… I am of a different opinion because ...
I cannot share this that the view. I cannot agree with this idea.
What I object to is... I have my own thoughts about that.
Partial Agreement Dialog Example
It is only partly true that... That’s true, but…
I can agree with that only with reservations. That seems obvious, but...
That is not necessarily so. It is not as simple as it seems.
I agree with you in principle, but… I agree with you in part, but…
Well, you could be right. Mr. Zoe : What do you think of my new
house? Shane : It is beautiful. I think. Oh you have
many novels in your new house. Mr. Zoe
: Yeah, some. I like Andrea Hirata’s novels.
Shane : How do you feel about Andrea H irata’s
novels ? Mr. Zoe : I feel they are great novels.
Shane : Yes, you are right. I think it is going to rain.
Mr. Zoe
: I don’t think so. Look outside at the sky It’s so clear. No clouds there.
Shane : But I watched the weather forecast yesterday. It said that today is going to rain. OK
Mr. Zoe see
To engage students’ activeness and participation, teachers ask some students to give an example dialogue expressing agree and disagree. After knowing that, they
will learn speaking by debate activity. According to Harvey-Smith 2011, p.12 The debate is divided into eight speeches, there are two sides in the debate; Proposition
team and Opposition team, each of which is represented by two teams which consist of two members. Teachers divide students into four teams, each team consists of two
students. The numbers of participant in the group can be customized by classroom
commit to user
11
condition, as an example, every team of Proposition team and Opposition team amount of four students, so there are sixteen participants in debate. However, this
does not change the format and timeline of the debate, the additional participants in the group have a role as a helper to other participants.
Before the debate implemented, the students prepare and discuss the material about the topic from books, newspapers, internet, and other source a week before they
get turn to debate. It is aim that the students can master their arguments and material. Through discussion students exchange ideas about an issue and learn to express their
own opinion freely. Selection of the members of every group can be done randomly or based on the ability of every students, if the selection is random, the level of
groups are not equal. On the contrary, if the selection is based on ability of students, the strength of every group will have little bit balance; it can motivate the students
more to work in group. Then teachers ask four teams to perform in front the class
and announce a motion, motion is the topic to be discussed, the motion of this scenario is “high school students should wear uniforms.” When four teams are
presenting in front class, other students become audience before they themselves have their turn to show their performances. The teachers help the students who will present
debate to organize information by taking notes, preparing worksheets, reviewing the idea.
b. Main Activity
