Students` perception on the use of debate activities in improving students` speaking skills in SMAN 8 Yogyakarta

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STUDENTS’ PERCEPTION ON THE USE OF DEBATE

ACTIVITIES IN

IMPROVING STUDENTS’ SPEAKING

SKILLS IN SMAN 8 YOGYAKARTA

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By Astri Wulandari Student Number: 131214133

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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“

There are no

shortcuts to any

place worth going”

-

Beverly Sills

I dedicate this thesis to My parents and my family

vii ABSTRACT

Wulandari, Astri. (2017). Students’ Perception on The Use of Debate Activities in Improving Students’ Speaking Skills in SMAN 8 Yogyakarta. Yogyakarta: English Language Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Sanata Dharma University.

This research was about the use of debate activities which are implemented in SMAN 8 Yogyakarta. The aim of this research was to find out students’ perception on the use of debate activities in improving students’ speaking skills. The researcher formulated two research questions in this study: (1) what is the eleventh grade students’ perception on the use of debate to improve students’ speaking skills? and (2) to what extent do debate activity help students to improve their speaking skills?

This research is a qualitative research. The participants of this research were eight members of debate extracurricular in SMAN 8 Yogyakarta. The researcher conducted observations, distributed questionnaires, and conducted interviews. The researcher conducted three observations in the debate activities. After that, the researcher distributed the questionnaires to the debate members of SMAN 8 Yogyakarta. The researcher also conducted interviews with eight debate extracurricular members. The researcher presented data in a form of narrative description.

This study found that the students had a positive perception on the use of debate activities in improving speaking skills. All of the respondents agreed that debate helped them to improve their speaking skills: 62.5% strongly agree and 37.5% agree. Also, they all agreed that debate helped them to know many new English vocabularies: 25% strongly agree and 75% agree. In addition, debating activity taught them to speak orderly. They should prepare their speech before speaking in front of the audience. Moreover, the students realized that the implementation of debate activities not only helped them to improve their attitude while speaking in front of public but also gave many advantages in improving their speaking skills.

viii ABSTRAK

Wulandari, Astri. (2017). Students’ Perception on The Use of Debate Activities in Improving Students’ Speaking Skills in SMAN 8 Yogyakarta. Yogyakarta: English Language Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Sanata Dharma University.

Penelitian ini meneliti tentang penggunaan debat untuk mengembangkan kemampuan berbicara siswa yang dilaksanakan di SMAN 8 Yogyakarta. Tujuan dari penelitian iniadalah untuk mengetahui pandangan siswa mengenai penggunaan debat dalam mengembangkan kemampuan berbicara.

Dalam penelitian ini, peneliti menyusun dua (2) rumusan masalah: (1) bagaimana pandangan siswa mengenai debat yang dapat mengembangkan kemampuan berbicara? dan (2) sejauh mana debat membantu siswa untuk mengembangkan kemampuan berbicara?

Penelitian ini menggunakan metode kualitatif. Peserta dalam penelitian ini adalah delapan anggota extrakurikuler debat di SMAN 8 Yogyakarta. Peneliti melakukan observasi, menyebar kuesioner, dan melakukan wawancara. Peneliti melakukan tiga kali observasi di aktivitas debat SMAN 8 Yogyakarta. Setelah itu, peneliti membagikan kuesioner kepada anggota ekstrakurikuler debat SMAN 8 Yogyakarta. Peneliti juga melakukan wawancara dengan delapan anggota ekstrakurikuler debat. Peneliti menyajikan data dalam bentuk deskripsi narasi. Penelitian ini menemukan bahwa siswa mempunyai pandangan yang positif mengenai praktik debat dapat membantu mereka untuk meningkatkan kemampuan berbicara. Seluruh responden setuju bahwa debat dapat membantu mereka untuk meningkatkan kemampuan berbicara: 62.5% sangat setuju dan 37.5% setuju. Semua responden juga setuju bahwa debat membantu mereka untuk mengetahui banyak kosa kata bahasa Inggris: 25% sangat setuju dan 75% setuju. Sebagai tambahan, debat mengajarkan siswa untuk berbicara secara runtut. Siswa harus menyiapkan skema pembicaraan sebelum berbicara di depan publik. Para siswa menyadari bahwa praktik debat tidak hanya membantu mereka dalam mempebaiki sikap mereka saat berbicara di depan publik, namun juga memberikan banyak manfaat untuk mengembangkan kemampuan berbicara mereka.

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ACKNOWLEDGEMENTS

I would like to thank Jesus Christ who always gives me endless blessing, love, and strengths. I know that I cannot finish this thesis without His help. I believe that He has great plans for my future.

My special regards are presented to my beloved family (Bapak, Ibuk, Mas Ajik, Mbak Lia, and Mbak Indri). Without their prayers, supports, love, and encouragement, I cannot finish this thesis.

My deepest gratitude goes to my advisor, Yohana Veniranda, M.Hum., M.A., Ph.D., for her willingness to spend her time reading and correcting my thesis. Her guidance in the process of finishing this thesis and her recommendations on what I had to do in order to complete this thesis made me confident that I could finish the thesis when I started doubting my ability.

I would also like to express my sincere thankfulness to all PBI lecturers and staff who have given me great time and great experience during my study. My gratitude also goes to all the participants, for their cooperation and willingness in helping me obtain the data.

My special gratitude is also sent to my new family members in Yogyakarta, Fennie, Shinta, Lika, Tari, Dea, Rika, Liza, Juan, Evan, and Vian. I thank them for their supports, prayers, encouragement, and patience to accompany and go out with me. Also, I would like to thank all my friends in Ms. Veni’s proposal seminar and thesis classes, Pinta, Yunda, Isna, Liris, Silvia,

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Ndolu, Sane, and Ciu. I really appreciate our efforts to finish our own thesis. Then, I thank my friends in small class E and big class D in PBI batch 2013 for being great friends and colleagues during my time in Yogyakarta.

Last but not least, I thank the people whose names I cannot mention one by one on this paper. I wish them all the best.

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Table of Contents

Page

TITLE PAGE ... i

APPROVAL PAGE ... ii

DEDICATION PAGE ... iv

STATEMENT OF ORIGINALITY ... v

ABSTRACT ... vi

ABSTRAK ... vii

ACKNOWLEDGEMENTS ... ix

TABLE OF CONTENTS ... xi

LIST OF TABLES ... xiv

LIST OF FIGURES ... xv

LIST OF APPENDICES ... xvi

CHAPTER I INTRODUCTION ... 1

A. Research Background ... 1

B. Research Questions ... 5

C. Research Significance ... 6

D. Definition of Terms ... 6

CHAPTER II REVIEW OF RELATED LITERATURE ... 9

A. Theoretical Description ... 9

1. Perception ... 9

a. Definition of Perception ... 9

b. Components of Perception ... 10

c. The Perceptual Process ... 10

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Page

2. Speaking ... 13

a. Definition of Speaking ... 13

b. Speaking Elements ... 14

c. Speaking to Persuade ... 15

d. Public Speaking ... 16

e. Organizing The Speech ... 18

f. Supporting The Speech ... 19

g. Types of Supporting Materials ... 20

3. Debate ... 22

a. Definition of Debate ... 23

b. Types of Debate ... 23

c. Ethical Standards for Debaters ... 24

d. Debate Objectives ... 24

e. Asian Parliamentary Debate ... 25

B. Theoretical Framework ... 27

CHAPTER III RESEARCH METHODOLOGY ... 29

A. Research Method ... 29

B. Research Setting ... 30

C. Research Participants ... 31

D.Instruments and Data Gathering Technique ... 31

1. Qualitative Observation ... 31

2. Description by Participants ... 32

E. Data Analysis Technique ... 36

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ... 37

A. Findings ... 37

1. Questionnaire ... 37

2. Interview ... 42

3. Observation ... 44

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Page 1. The eleventh grade students’ perception on the use of debate to

improve students’ speaking skills ... 49

2. Debate activities help students to improve their skills ... 52

CHAPTER V CONCLUSION AND RECOMMENDATIONS ... 57

A. Conclusion ... 57

B. Recommendations ... 58

1. English teachers/instructors ... 58

2. High School Students... 59

3. Further researchers ... 59

References ... 60

xiv

List of Tables

Page

Table 2.1: Roles of Speakers in the Asian Parliamentary Format ... 25

Table 3.1: The description of questionnaire ... 33

Table 3.2: The description of interview ... 35

Table 4.1 Questionnaire result of the students’ motivation to join the debate extracurricular ... 37

Table 4.2 Questionnaire result of students’ feeling about the debate extracurricular ... 38

Table 4.3 Questionnaire result of students’ improvements ... 39

Table 4.4 Questionnaire result of students’ learning method ... 40

Table 4.5 The result of interview question number 1 ... 42

Table 4.6 The result of interview question number 2 ... 43

Table 4.7 The result of interview question number 3 ... 43

Table 4.8 The result of interview question number 4 ... 44

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List of Figures

Page

Figure 2.1: The Perceptual Process ... 11

Figure 2.2: Example of Mind-mapping ... 17

Figure 2.3: Degrees of cogency by Freely (1969)... 20

xvi

List of Appendices

Page

Appendix A: Letters of Permission ... 63

Appendix B: Observation Sheets ... 66

Appendix C: Questionnairre ... 70

CHAPTER I

INTRODUCTION

This chapter provides an introduction about the disscusion of this study. They include explanations about what made the writer chose this particular topic, the problems which solved in the study, and the advantages provided by this study. This chapter elaborates: Research background, Research questions, Research significance, and Definition of terms.

A. Research Background

English is the most well-known foreign language in communication for people who do not speak the same language. From the fact, we know that it is important to learn how to speak English because it is needed for communication. We need to learn English to participate in international communities and make people know more about Indonesia. This is why English has been taught as a compulsory subject in junior and senior high schools in Indonesia.

Students should master four English skills; reading, writing, speaking, and listening. Each skill is important for communication. This study focuses on speaking skills. People can measure the English competence through the way he/she speaks. Goh and Burns (2012) have described a good speaker:

A competent second language speaker is a someone who has good pronunciation, speaks Standard English, can speak fluently and with few or no grammatical mistakes, speaks in manner indistinguishable from native speakers, confident when to a large audience, knows when to say the right things and says them in the most effective way possible, can communicate well with native speakers, can be understood easily by others, can speak effectively and clearly in various situations, can speak fluently and clearly on a wide range of topics (p. 50).

English speaking skills help students to express their opinions and feelings with no limitation of different native languages, cultures, and countries, even they can challenge themselves to apply for a scholarship or a job in international communities. By those reasons, the writer realized that English speaking skills are crucial for English learners.

A new global trend is taking place and people; especially the young generation has to adjust to the new trends. Zarefsky (1996) explained that today’s

society undergoes a shift in economy from “dominance by manufacture to dominance by information” (p. 5). Consequently, good communication skills play

a critical role. As seen in the title, the target group of this study is young people. There is a reason why they become the main focus of this study. It is because the future, or at least today, these young people will face greater competitive pressures in numerous aspects of life, for example, in college, communities, or workplaces, where they are required to have good communication skills. The most

obvious example is that today’s world obtaining employment is not at all easy;

therefore only those who are well-equipped and multi-skilled will be able to remain competitive. Zarefsky (1996) further explained that today, employers and career counselors consider communication skills to be important in placing

employees in a particular position, and this applies in any field of work (p. 5). Grice and Skinner (1995) explained that the important factors for college graduates in getting a job are oral communication and listening skills. Consequently, the young generation should equip themselves with various skills, including oral communication so that in the future, or even in present times, they will stand out as applicants for job application because of their outstanding communication abilities. It is reaffirmed by Treece (1978) that success in career, no matter in what occupation, position, or organization will rely heavily on the ability to effectively communicate and this is possibly exceeding the necessity of any other skills (p. 4).

In Indonesia, being able to speak in public settings is also needed. In an increasingly competitive working world, public speaking is a necessity. It means the success of achieving a certain position or career enhancement cannot merely be relied on the mastery of the job itself, but also on the ability to communicate and express the ideas in front of an audience. This capability surely will be a valuable asset. Therefore, in many companies, public speaking has become a serious attention.

Young people, in this case, students of Senior High Schools, are urged to learn the skills through public speaking because those skills will help them succeed in presentations, oral reports and speaking at special occasions. In addition, public speaking will enable people to think systematically which results in easier understanding of the message being transferred.

More systematically, Grice and Skinner (1995) mention three benefits of studying public speaking. Firstly, public speaking provides personal benefits such as helping people succeed in college, become more informed, and gain self confidence as well as self esteem. Secondly, public speaking gives professional advantages such as enhancing the chances to obtain employment and helping people build a successful career. Finally, public speaking provides public benefits by helping people interact with each other so that they can play their roles in society (p. 2-5). Jerry Seinfield said that even though possessing public speaking skills is undoubtedly beneficial, there are a great number of people who feel insecure or even terrified when they have to speak in public (as cited in Grice and Skinner, 1995, p. 35). This finding suggests that for most people, public speaking is difficult, including for students, especially those of Senior High School. This is because they do not have opportunity to learn how good oral communication skills can be acquired. Frequently, when asked to speak, especially in English, the students perform poorly. Some indicators are, among others, the inability to organize the speech well; lack of confidence; poor of mastery of some aspects of public speaking such as eye contact, gesture and postures, and too many hesitations and pauses. Aside from this, there is positive evidence that public speaking skills are not a matter of talent, but on the contrary, these skills can be learnt. However, Zarefsky (1996) cautioned that the benefits of public speaking skills require “careful study of theories and principles, diligent practices, willingness to take criticism seriously, and above all the desire to improve” (p. 7). Since public speaking has those benefits, the researcher wants to find out the

students’ perception toward the debate activities in improving their speaking

skills.

Public speaking skills can be developed through debate because debating provides people with an opportunity to develop their debating skills, which include: English proficiency, logical and critical thinking, public speaking, and ability to formulate, present, and defend arguments. In addition, since competitive

debating aims to convince the judges that a certain team’s argument is better, it

gives the opportunity to use analytical, critical thinking and public speaking skills which are useful in daily life.

The debate extracurricular has been carried out for some years in SMAN 8 Yogyakarta. Therefore, the students experienced the debate activities and they have formed perception of the activities. This research is concerned with the

students’ perception on the implementation of debate activities in improving speaking skills.

B. Research Questions

There are two research questions in this research. The research questions are presented s follow.

1. What is the eleventh grade students’ perception on the use of debate to improve students’ speaking skills?

2. To what extent do debate activities help students improve their speaking skills?

C. Research Significance

This research is expected to be beneficial for the following people: a. Students

The materials in this research can motivate the students to improve their speaking skills through debate. If they have good speaking skills, they will be able to share their ideas and work with others without being nervous and shy.

b. Teacher

English teachers can apply debate as a technique to improve students’ speaking skills. This research will help the teachers to implement a new

technique and improve students’ speaking skills.

c. Future Researchers

The result and discussion of this study can be used as the materials to administer a study in the same field with different group of students. Future researchers, for example, can observe other senior high school students or undergraduate students.

D. Definition of Terms

In this research, the researcher defines some terms which are related to the study. This section is used to avoid misinterpretation. Those terms are as follow:

1. Debate

According to Hornby (1987), debate is a formal discussion, for example in public speaking; contest between two speakers or two group speakers, to show ability in arguing (p.221). Freely (1969) provided other definition. He mentioned that debate consists of argument for or against a given proportion (p. 3). In this study, debate is an activity where two groups of speakers show their arguing ability for or against a given proportion.

2. Perception

According to Kreitner & Kinicki (2008), perception is a cognitive process that enables us to interpret and understand our surroundings (p. 183). Perception involves receiving stimuli, organizing the stimuli, and translating or interpreting the organized stimuli to influence behavior and form attitudes such as thought, opinion, and feeling. In this study, perception is SMAN 8 Yogyakarta students’ thought, opinion, and feeling toward the implementation of debate in improving their speaking skills. 3. Extracurricular

Hornby (1987) defined extracurricular as “outside of the regular course of

work or studies at a school or college” (p. 399). In this study, extracurricular is an activity which is done outside the regular school time.

4. SMAN 8 Yogyakarta

SMAN 8 Yogyakarta is one of senior high schools in Yogyakarta which was built on 8 Januari 1974. It is located in Jalan Sidobali nomor 1, Mujamuju, Yogyakarta. The school participates in many debate competitions every year. Also, the school has many good English speakers.

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter discussed the theories underlying the research. To assist the organization, this chapter consists of two sub-sections; there are: (1) Theoretical description, and (2) Theoretical framework.

A. Theoretical Description

There are explanations on several theories which support this research. To make it well-organized, the explanations are divided into two main sections as follow.

1. Perception

Theory of perception explains the definition of perception from some experts, components of perception, the process which is creating perception, and factors which might influence the process of forming perception.

a. Definition of Perception

Robbins (2001) stated that “perception is a process by which the individuals organize and interpret their sensory impressions in order to give meaning to their environment” (p. 55). According to Kreitner & Kinicki (2008), perception is a cognitive process that enables us to interpret and understand our surroundings (p. 183). According to George & Jones (2005) perception is the

process by which individual select, organize, and interpret the input from our senses (vision, hearing, touch, smell, and taste) to give meaning and order to the world around us (p. 105). From those definitions, the researcher concluded that perception is a cognitive process by which the individuals select, organize, and interpret the environment. For examples: both people and animals recognize familiar objects in their environments. We would recognize a photo of our best friend; dogs can recognize their food dishes or a favorite toy.

b. Components of Perception

According to George & Jones (2005), perception has three components (p. 105). There are: the perceiver, the target of perception, and the situation. The first component is the perceiver. The perceiver is the person trying to interpret some observation that he or she has just made or the input from his or her senses. The second component is target. The target of perception is whatever the perceiver is trying to make sense of. The target can be another person, a group of people, an event, or an idea. The last component is situation. The situation is the context in which perception takes place. For examples: a committee meeting, the hallway, in front of the office, and so on.

c. The Perceptual Process

According to Altman & Valenzi (1985), the perceptual process was begun from the selection of the data from stimulus by individual’s sensor (p. 86). Furthermore, the sensor selects the data from stimulus and allow individual to

interpret to the sensory message. The summarize of perceptual process can be seen below.

Figure 2.1: the perceptual process (1985)

d. Perception Factors

According to Gibson, Ivancevich, Donnely, and Konopaske (1985), each person has her or his own different perception toward particular thing because the factor in influencing the perception may be different (p. 98). There are six factors which might influence the process of forming perception. The six factors are stereotyping, selectivity, self-concept, situation, needs, and emotions.

(1) Stereotyping

Stereotype is an over generalized, oversimplified, and self-perpetuating belief

about people’s personal characteristics. It means a set of thinking in particular members in a group that is generalized to all members who joined in that group. The people have some information in their mind even though they do not know whether it is true or not.

(2) Selectivity

People often receive large amounts of information and may tend to select information that support their viewpoints. Sometimes people ignore information that might make them feel discomfort.

(3) Self-concept

People use themselves as benchmark in perceiving others. In other words, self-concept is the way people see themselves and it will affect the perception about something. Gibson, Ivancevich, Donnely, and Konopaske (1985) indicated that: (1) knowing oneself makes it easier to see others accurately,

(2) one’s own characteristics affect the characteristics identified in others, and

(3) persons who accept themselves are more likely to see favorable aspects of other people.

(4) Situation

Gibson, Ivancevich, Donnely, and Konopaske (1985) said that situation affected the feeling and habits in the daily life (p. 101). Also, situation affects how someone thinks about a particular context. If someone does not feel comfortable, he might have negative thought.

(5) Needs

Someone’s needs influence the perception toward something. Gibson, Ivancevich, Donnely, and Konopaske (1985) indicated that if someone needs something, he or she will have positive perception on his or her goal to get the needs (p. 101).

(6) Emotions

A person’s emotion state has a lot to do with perception. Gibson, Ivancevich, Donnely, and Konopaske (1985) noted perception formed through experiencing particular thing and it will influence the present and might be future perception.

2. Speaking

Theory of speaking skills explains the definition of speaking skills from some experts, speaking elements, speaking to persuade, public speaking, how to organize the speech, how to support the speech, and the types of supporting materials.

a. Definition of Speaking

People express the ideas and build communication through speaking. People can discuss, criticize, and give comments and suggestions to others by speaking. Good speaking skills help the speakers to deliver the correct messages to the listeners. Because its functions are important to daily life, speaking skills are decided as one of main skills in English. Goh and Burns (2012) stated that

“speaking is a combinatorial skill” (p. 13). It requires the ability to fulfill the various communicative demands through efficient use of the spoken language. Second language speaking requires knowledge of the target language as a system of making meaning and an awareness of the contextual demands of speaking. It also calls for the use of various skills of using speech effectively and appropriately, according to the different communicative purposes. Goh and Burns

(2012) indicated speaking skills include the ability to use a range of strategies to composite for gaps in knowledge and ineffective speaking skills (p. 67).

Students have difficulties to speak Standard English because they have problems in some language components: vocabulary, fluency, and grammar. Lack of those language components make the messages cannot be delivered and the communication can be failed. This fact proves that students need more practices on speaking.

From the explanations in this study, speaking is a verbal communication skill that involved language components to express ideas and build social relationship because people can maintain the communication.

b. Speaking Elements

Many students have difficulties to speak English well. According to

Hammer (2002) “If students want to be able to speak fluently in English, they

need to be able pronounce phonemes correctly, use appropriate stress and intonation pattern and speak in connected speech” (p. 343).

1) Pronounce phonemes correctly. Sometimes, the speakers from different first languages have problems with different sounds. In this part, teachers must facilitate the students by showing the right pronunciation through demonstration and explanation.

2) Use appropriate stress and intonation pattern. Students find extremely difficult to identify the different patterns of rising and falling tones. In this part, teachers should give students opportunities to recognize such moods on an audio tract. Then, get the students to imitate the way the mood is articulated.

3) Speak in connected speech and fluency. Fluency is also helped by having students say phrase and sentences as quickly as possible, starting slowly and then speeding up.

c. Speaking to Persuade

Speakers delivering a speech must have a purpose whether this purpose is to inform, entertain, or persuade. Ross (1995) noted “persuasion is a nonviolent

means of ethically influencing and motivating others through messages” (p. 243).

It is an entirely the audience’s choice whether to maintain their attitudes towards a certain issue or not after listening to a speech.

According to Koch (1995), persuasive speech can be categorized into three types namely, speeches to convince, speeches to reinforce, and speeches to actuate

(p. 146). In the first type, Koch (1995) reminded us that “Speech to convince appeal to the listener’s intelligence rather than emotions” (p. 147). The first type is speeches to convince. Accordingly, a logical way of thinking is used to convey the message. This means that the speakers must incorporate valid facts and evidence into their speech. The second type is speeches to reinforce. Besides appealing to their intelligence, a speech to reinforce attracts to the motives, attitudes, and sentiments of the audience. Meanwhile, the third type of persuasive speech requires the audience to do a specific action.

Just like giving any other speech, delivering a persuasive speech employs some specific strategies. Aristotle proposed three modes of being an effective persuasive speaker namely ethos, logos, and pathos (as cited in Grice & Skinner, 1995, p. 328). Ethos is related to credibility which means that the more credible a

speaker is, the more likely the listeners trust him or her. Similar to this, Freely (1969) mentioned some elements of Ethos; namely competence, integrity, and good will (p. 240). Speakers should lead the audience to believe that they have competence. Besides, the speakers should have integrity and good will towards the audience. Then, the second mode of being an effective persuasive speaker is logos. According to Hasling (1988), logos refers to the facts, the evidence, and the reasoning contained in the speech (p. 62). A good persuasive speech must have supporting by sufficient and valid evidence in order to convince the audience. Rybacki (1991) said that the evidences could be periodicals, newspaper, government documents, almanacs, and fact books (p. 137). The last strategy to give a persuasive speech is employing what so called pathos which mean the use of emotions or feeling to convince the listeners. With this mode, the speaker is able to make the audience feel some specific emotional effects such as being angry, proud, terrified, sad frustrated, to name a few. Pathos is a comprehensive technique because as Hasling (1988) pointed that “there are times when emotional factors must supersede evidence (p. 62).

d. Public Speaking

Public speaking, which is defined as the activity delivering speeches in front of public, is conducted because there are particular messages intended to be delivered to the public audience. To succeed in delivering the messages, speakers should learn some principles and strategies in delivering speeches. Grice and Skinner (1994) concluded there were two principles in public speaking. The first principle is the speech must be well-prepared. The second is all the aspects of

public speech (content, organization, and delivery) should affect the audience (p. 16). Nicholls (1999) stated “almost every book which has been written on the

subject rightly dwells on the importance of preparation” (p. 45). A speaker can generate ideas in a rather random way. One of the techniques is mind-mapping. Mind mapping was developed in the 1970s by the academic Tony Buzan.

Figure 2.2: Example of Mind-mapping

Some important points in public speaking will be discussed in greater length in the following section.

(1) Understand the Topic

A speaker must know the topic they talk about, as Grice and Skinner

(1995) suggested, “A primary, vital requirement for preparing any speech is to know exactly what to do” (p. 16). A speaker can do kind of a small research to

sources are divided into primary and secondary sources (p. 50). Primary sources means people with whom you have direct contact, by letter, telephone, or face-to-face. Secondary sources are almost always written, such as books, reports, journals, or newspaper.

(2) Develop the Speech Content

After knowing the topic, a speaker can decide the number of main ideas that will cover. A Speaker should know the audience’s needs and wants, so that

the speech can attract the audience’s attention. However, a speaker needs to limit the ideas and check to make sure that the ideas are relevant to the main topic. According to Nicholls (1999), a speaker can start by writing an outline to generate the ideas (p. 66). The speaker can use the brainstorming or mind-mapping methods, then the speaker will learn to think in a more creative way and ideas will flow. Nicholls (1999) recommended five steps to develop the speech content. First, write a rough draft. Second, refine the draft, adding illustrations and changing words. Third, rewrite the speech into spoken English, shortening sentences and changing words. Fourth, rehearse the speech aloud. Fifth, make alterations in order to fit the time slot

e. Organize the Speech

A speech has three parts; opening, body, and conclusion. Speakers should consider those three parts to determine the speech easy to follow. It is important to

make an interesting opening part. The opening part is the speaker’s first

Skinner (1995) said “Well-prepared and well-delivered opening remarks will

make the audience want to listen and will prepare them for what comes next” (p.

18). Besides, a speaker must prepare the body well also. According to Grice and Skinner (1995), to help organizing the body speech, there is a four-step sequence

which is called the 4 S’s (p. 18). First, signpost the main ideas, for examples: one, initially, last, etc. Second, state the idea clearly. Third, support and explain the ideas. The last summarize the idea before moving to the next one. After preparing the opening and body parts, next is conclusion part. In this part, a speaker can make the list of the key ideas that have discussed in the body part. The speaker cannot bring new ideas in this part. This part should have a logical close from the speakers.

f. Supporting the Speech

A speaker cannot deliver a speech which do not have supporting materials. Effective supporting materials help the speaker to prove their statements to the audience. A speaker should use supporting materials which help the audience understand, remember, and believe their messages. Grice and Skinner (1995) noted that s speaker uses supporting materials to get three purpose: clarity, vividness, and credibility (p. 154). Clarity refers to the accuracy of the messages. The audience should get the right messages. Then, vividness is to help the audience remember the key ideas in the speech, as Grice & Skinner (1995) suggested “Vivid supporting materials are striking, graphic, intense, and

someone can be believed or trusted. In this content, credibility refers to be believability of a speaker and their sources.

According to Freely (1969), there is degree of cogency, to measure an argument is well founded in fact, logic, or rationality (p. 79). The degrees of cogency are certainty, probability, plausibility, or possibility. These represented by the following diagram.

Figure 2.3: Degrees of cogency by Freely (1969)

Certainty is associated with absolute truth. Freely (1969) stated if a conclusion of an argument is a certainty, all competent observers are in agreement (p. 79). Then, probability is associated with a high degree of likelihood (but not certainty) that a conclusion is true. In other hand, plausibility is associated with a lesser degree of likelihood that a proposition is true. The last, possibility is associated with a low degree of likelihood that a proposition is true.

g. Types of Supporting Materials

Grice and Skinner (1995) suggested to achieve the purpose of supporting materials, a speaker needs seven types of supporting material, there are: examples,

definition, narration, comparison, contrast, statistics, and testimony (p. 157). Examples are samples or illustrations of a category. The category may be people, a place or an objects. Example may be brief or extended, and actual or hypothetical. Actual examples are real or factual. Hypothetical examples are imaginary. Both types of examples make a general or abstract term more specific and vivid for the audience.

Definition is explanation of an unfamiliar term or a word having several possible meanings. Grice and Skinner (1995) said we can define terms by synomyn, by etymology, by example, or by operation (p. 159). Definition by synomyn offers a word or a phrase that is rough equivalent of the word being defined. Definition by etymology shows the origin of the word being defined. Definition by example gives an illustration or sample of the word in question. Definition by operation explains how something works or what it was designed to do. Definitions are crucial if your audience will not know, or if you want them to adopt one particular meaning for a term.

Narration is storytelling. Grice and Skinner (195) explained that narratives might be personal or third-person (p. 162). Personal narratives originate from the

speaker’s experience. Third-person narratives are stories about other people. Comparison associate two or more items to show the similarities between or among them. Grice and Skinner (1995) defined comparison could be either literal or figurative (p. 163). A literal comparison links two items that share actual similarities. A figurative comparison associates items that do not share any actual

similarities. Contrast function like comparisons except that their purpose is to distinguish or show difference between two or more items.

Statistics are data collected in the form of numbers. Used properly,

statistics can bolster a speaker’s credibility and lend vivid support to the ideas of

the speech. Grice and Skinner (1995) concluded to ensure your speech use statistics, you should follow four guidelines (p. 165). First, do not rely exclusively on statistic, but combine them with other supporting materials. Second, round off statistics to help your listeners remember them. Third, either use units of measure familiar to your audience or translate your statistics into familiar units. Fourth, use visual aids to clarify the relationships among various statistics. The final form of support is testimony. Testimony is used to cite, quote, or paraphrase authoritative sources.

3. Debate

Freely (1969) pointed out that debate encourages effective speech composition and delivery (p. 35). Composition and delivery of the debate speech are among the factors that determine the effectiveness of arguments, debaters need to select, arrange, and present their materials in keeping with the best principles of public speaking. Constant adaptation to the audience and to the speech situation helps debaters develop flexibility and facility in thinking and speaking. Freely (1969) claimed that debate is an ideal arena for students to develop coping mechanisms allowing them to manage their speech anxiety (p. 35). Because debate both requires and allows for substantial preparation, students develop confidence in their materials and passion for their advocacy. Theory of debate

explains the definition of debate from some experts, the types of debate, and ethical standards for debaters, debate objectives, and Asian Parliamentary Debate.

a. Definition of Debate

Debate is well known as arguing ideas between two opposite sides. In school environment, debate is known as one of English competitions is held by many institutions. Debate consists of argument for and against a given proportion. Debate helps students to defend their opinion and express their feeling, so it is a good practice to speak English fluently.

According to Quinn (2005), debating gives the chance to meet new people and new ideas (p. 23). Debate gives opportunities the students to stand up and argue with someone in public. Debate facilitates the students to discuss their ideas and try to defend their opinion to others. Also, debate has interaction role in each

practice. That fact shows debate improves students’ attitude in public.

Based on definitions above, the writer summarizes that debate is a communicative interaction that involves different perspective and build critical strong arguments. Debate facilitates the students to enrich their vocabularies through comprehending the issue and how the way they defend their perspectives. Also, students have to speak up their ideas fluently and grammatical correct. Those definitions and facts above proved that debate is good strategy to improve speaking skills.

b. Types of Debate

Freely (1969) pointed out that debate composed arguments which are favor and against a particular statement (p. 169). Debates are categorized:

substantive and educational debates. Substantive debate is aimed to establish facts, values, or policy and the debaters usually have interesting on the topic. Meanwhile, an educational debate is held to give educational opportunity for students.

c. Ethical Standards for Debaters

Freely (1969) also points out the minimum ethical standards for debaters. The debaters should know the subject and thoroughly prepared (p. 179). They should present facts and opinions accurately. Also, they must reveal the source of

the facts. d. Debate Objectives

According to Kennedy (2007), debate is an instructional strategy enhances learning particularly, in areas of mastering in content and active engagement, developing critical thinking skills, oral communication skills, oral communication skills, and empathy.

(1) Mastering in content and active engagement means students have to be actively analyzing and discussing the issue in debate session. They cannot passively absorbing whole information. They have to re-think their own thinking then share and discuss in their team. Also, debate is a right place

to measure students’ responsibility of comprehension for individual and

teamwork.

(2) Developing critical thinking skills means critical thinking skills used in debate are defining the problem, assesing the credibility of sources,

identifying and challenging assumptions, recognizing inconsistencies, and prioritizing the relevance.

(3) Developing oral communication skills means debate gives many experiences for students to analyze, deliver, and organize speeches quickly and correctly. Oral communication skills acnnot get by theory but by practice.

(4) Developing emphaty. Even though the debaters have different perspectives in an issue, they still listen each other. Through debate, students are able to learn how to be open-minded to see another perspective. This fact proved that sudents develop empathy by debate. d. Asian Parliamentary Debate

Parliamentary debate is a debate system that be used in school debate competitions in Indonesia. The debate extracurricular in SMAN 8 Yogyakarta used Asian parlimentary debate for the training activity. This debate system was conducted by two groups, each group has three people (Debate Motions Headquarters, 2013, p.1). The speakers and the tasks will be described as follow:

Table 2.1: Roles of Speakers in the Asian Parliamentary Format

Government Opposition

PM (Prime Minister)

1. Define and Set-Up the Debate 2. Present Position

& Case 3. Make One or

Two Arguments

1. Respond to Definition and Set-Up 2. Present Position & Case 3. Rebut Government Case

4. Make one or

LO (Leader of Opposition)

two arguments

DPM

(Deputy Prime Minister)

1. Defend Your Case

2. Attack LO’s Case

3. Make one or two arguments

1. Defend Your Case

2. Attack DPM

and PM’s Case

3. Make one or two arguments DLO (Deputy Leader of Opposition) GW (Government Whip) 1. Briefly Summarize Your Team’s Case

2. Summarize and Prioritize the main issues in the debate 3. Rebut and

Analyze main issues 1. Briefly Summarize Your Team’s Case 2. Summarize and Prioritize the main issues in the debate 3. Rebut and

Analyze main issues OW (Opposition Whip) GR (Government Reply) 1. Briefly Summarize the Debate

2. Summarize the Position of your team and your Opponent 3. Compare and

show why your team is better

4. Briefly

Summarize the Debate

5. Summarize the Position of your team and your Opponent 6. Compare and

show why your team is better

OR

(Opposition Reply)

Figure 2.4: Speaking order of the debate

The rules for all speakers:  Speak for 7 minutes

 Can accept Points of Information between the 1st and 6th minute  Can present rebuttals, examples and new analysis

 Can make new arguments (except Whips - Government Whip and Opposition Whip)

The rules for Opposition Reply, Government Reply:  Speak for 4 minutes

 Cannot accept Points of Information

 Cannot make new arguments, rebuttals, examples or analysis. Must only compare and analyze things that have already been said in the debate. B. Theoretical Framework

This section connects all of the relevant theories that have been mentioned before. The theories are used to help the researcher answering the problems that have been stated in chapter one. There is a research problem in this research. The

researcher wants to reveal the students’ perceptions on the use of debate activities in improving their speaking skills.

The researcher employs the theory of debate in order to compare how the real practice of teaching speaking skills compared to the debate which is used by the teacher in the extracurricular. Freely (1969) pointed out that debate encourages effective speech composition and delivery (p. 35). Moreover, to

observe the teacher’s role in the extracurricular, the researcher used theory from

Lepper (1988), teachers can help students develop speaking ability by making them aware of the scripts for different situations so that they can predict what they will hear and what they will need to say in response (p. 13).

In addition, the researcher used the theory of generating ideas in speaking in order to observe what the students preparation before speaking. Nicholls (1990) said that a speaker could start by writing an outline to generate the ideas (p. 66). According to Grice and Skinner (1994), to help organizing the body speech, there is a four-step sequence which is called the 4 S’s – signpost, state, support, summarize - (p. 18).

The theory of perception is used to see the students’ respond to the debate activities. Moreover, the factors in perceptions are also used as a theory that guides the researcher developing the research. According to George & Jones (2015), perception is the process by which individual select, organize, and interpret the input from our sense (p. 105).

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents more in-depth explanation of the methodology employed in this study to find the answers to the problems indicate earlier in the first chapter. There are five points to be discussed in this chapter. They are: (A) Research Method, (B) Research Setting, (C) Research Participants, (D) Instruments and Data Gathering Technique, (E) Data Analysis Technique.

A. Research Method

The goal of this study is to seek the solution of the problem: what is the

eleventh grade students’ perception on the use of debate to improve students’

speaking. In order to come up with the answers, a survey research method was employed. Brown and Rodger (2002) state, “Survey are most often use in most language education research and various kind of curriculum development

projects” (p. 372). This research investigated students’ perception on the use of debate activity in improving speaking skills in SMAN 8 Yogyakarta. In addition, this research is a qualitative research. According to Wahyuni (2012), qualitative research method develops in the social science to enable the writer to study the topic (p. 11). Its goal is to gain a deeper understanding of people experiments.

The data obtained were presented in the form of a descriptive explanation. According to Fraenkel and Wallen (2015), descriptive research explains things the way they are (p. 218). In other words, the researcher does not have control over what already exist. This type of research is often related to the matters such as

attitudes, opinions, demographic, information, conditions, and procedures. Descriptive data are usually obtained through questionnaires, survey, interviews, as well as observations. This study is related to understand some topic aspects by words since this study observed students’ perception on the use of debate activities in improving speaking skills. To initiate the study, the researcher distributed the questionnaire to debate extracurricular members of SMA N 8 Yogyakarta. The questionnaire to obtain necessary information about facts, such as their opinion and thought on a new technique to develop their speaking ability especially the skills related to speaking in public setting.

B. Research Setting

This study was conducted in SMA N 8 Yogyakarta. The study was done in debate extracurricular of SMAN 8 Yogyakarta. The researcher chose debate extracurricular of SMAN 8 Yogyakarta because the debate teams were great and had won many titles from school debate competitions.

To know the student’s improvement in speaking, the researcher conducted three observations in the extracurricular. First observation observed the teacher and students condition during the extracurricular. Second and third observation

observed the students’ improvement. The first observation and questionnaire distribution was conducted on March 29th 2017 at 7.30 PM. The researcher distributed the questionnaires on the first observation meeting because the

researcher wanted to cross check between the questionnaire’s answers and the fact. The second observation was conducted on April 3rd, 2017 at 7.00 PM. The

third observation was conducted on April 17th, 2017 at 7.00 PM. The researcher could not interview all the eight students on the same day cause the time limitation. Therefore, the researcher interviewed them on different days. The interviews with the students were conducted on April 7th, 10th, and 11th 2017.

C. Research Participants

The participants of this study were members of debate extracurricular in SMAN 8 Yogyakarta. The researcher used debate extracurricular because the members had already experienced English debates. The number of respondents for each instrument (questionnaires and interviews) were the same.

D. Instruments and Data Gathering Technique

To conduct the study, instruments are needed so that the research will be easily administered and the gathered data will be well-organized. The research instruments that will be used in this study are qualitative observation and written description by participant. It will investigate the students’ perception on the use of debate activities in improving speaking skills.

1. Qualitative Observation

Observation seeks to ascertain what people think and do by watching them

as they express themselves’ feeling in various situation. Observation used to be popular in educational research because it requires no preparation and no apparatus. Johnson and Christensen (2012) stated that “qualitative observation involves observing all potentially relevant phenomena and taking extensive field

note, notes taken by an observer, without specifying in advance exactly what to be

observe” (p. 207). This study would be helped by qualitative observation since the observation observed all things that potentially relevant and connected to the topic.

2. Description by Participants

The writer analyzed the obvious evidence to produce a core description of the experience. According to Wahyuni (2012), the data from written description by participants serve as the ground on which the findings are based (p. 26). In constructing the study report, the researcher drew excerpts from the data to illustrate the findings and to show the readers how the findings were derived from the data. To complete the description by participants, the researcher conducted questionnaire and interview.

a. Questionnaire

In this study, the questionnaire was utilized in the needs survey as well as in efforts to obtain feedback on the designed set of material. This kind of instrument was primarily used to obtain written data to support this study. Ary, Jacobs, and Razavieh (1990) said questionnaire can reveal more truthful responses which are sometimes hard to do in the interviews because the respondents are sometimes reluctant to answer questions honestly (p. 189). This kind of instrument was used to obtain written data to support this study.

There was a questionnaire in this study. It was written in English to

measure students’ English skills. The questionnaire consists of three parts. In the

statements. Close-ended statements are needed because the researcher should

know students’ perception on the use of debate activities. The second part of questionnaire asked the respondents about their activities which can improve their speaking skills. The last part asked the respondents to rate their own speaking skills.

Table 3.1: The description of questionnaire

Aims Theories Type Total

Items Statement(s) First Part To know students’ motivation to join debate extracurricular Lepper (1988) Student motivation naturally has to do with students' desire to

participate in the learning process (p. 14).

Close-ended

2 I joined debate extracurricular because I want to improve my speaking skills. I join the debate extracurricular because I think my English is quite good. To know instructor’s response in student’s speaking skills

British Journal (2004) By encouraging students to use clarification phrases in class when misunderstanding occurs and by responding positively when they do, instructors can create an authentic practice environment within the classroom itself (p. 2).

Close-ended

1 The teacher lets me speaking English during debate extracurricular. To know students’ confidences while using their English skills

British Journal (2014) Teachers develop control of various clarification strategies, students will gain confidence in their ability to manage the various communication situations that they may encounter outside the

Close-ended

1 I am confident to speak English in front of my friends.

classroom (p. 2). To know students’ method before speaking Nicholls (1990) A speaker can start by writing an outline to generate the ideas (p. 66).

Close-ended

1 I always make outlines before speaking in front of audience. To know

students’

opinion on the implementatio n of debate

Kennedy (2007) Debate gives many experiences for students to analyze, deliver, and organize speeches quickly and correctly (p. 43).

Close-ended

1 Debate

extracurricular helps me to improve my speaking skills. To know students’ achievements in speaking after using debate method Lepper (1988) Teachers can help students develop speaking ability by making them aware of the scripts for different situations so that they can predict what they will hear and what they will need to say in response (p. 13).

Close-ended

2 I have

improvements in each meeting of debate

extracurricular. The debate extracurricular helps me to know many new English vocabularies. To know students’ interest in debate and English speaking Gibson, Ivancevich, Donnely, and Konopaske (1985)

Situation affected the feeling and habits in the daily life (p. 101).

Close-ended

1 I enjoy the activities in the debate extracurricular. To know students’ evaluation and reflection after speaking Close-ended

1 I repeat to learn the material of debate

extracurricular at home.

Second Part

Aim: to know students’ activities which improve their English speaking skills beside debate.

Third Part Aim: to know the students’ speaking standard.

3. Interview

Interview is a flexible instrument in research because the interviewer can observes the subject as well as the whole situation in which the subject gives the responses. If the question is unclear enough, the interviewer can explain it again to avoid misinterpretation. In this study, interview was used to obtain further information from the respondents in giving the answer in the questionnaire. Interview was important when the responses needed a clarification so that more complete comments and opinions were obtained.

Table 3.2: The description of interview

No. Aims Theories Questions

1. To know student’s reasons to join the extracurricular.

Lepper (1988) Student motivation naturally has to do with students' desire to

participate in the learning process (p. 14).

Why do you join this extracurricular?

2. To know the

instructor/teacher’s

method in debate extracurricular.

Freely (1969)

Debaters should know the subject and thoroughly prepared (p. 179).

Does the instructor give you some tips and trick for debate? What are the activities in your debate

extracurricular?

3. To know the

effectiveness of debate

to improve students’

speaking skills.

Kennedy (2007)

Debate gives many experiences for students to analyze, deliver, and organize speeches quickly and correctly (p. 43).

Is debate effective to

improve your

speaking skills? Why?

4. To know the certain themes that be used for debate.

Do you have certain themes for debate practicing in the extracurricular?

E. Data Analysis Technique

There were three main parts of analyzing the data. The first was analyzing the observations; the researcher analyzed the observation and made a description of the observation. The next was analyzing the questionnaire. There were four degree of agreements, the researcher counted the number of thick from every degree of agreements. After that, the researcher counted the raw data into percentages and made an interpretation. The formula of the questionnaire analysis was presented here:

Note:

n : number of students who choose a certain option

∑n : total number of students

In addition, after the researcher finished calculating the percentage distributions. The researcher made descriptions on each statement based on the data. Furthermore, the researcher also collected the data from the interview. During the interview, the researcher used recorder to record the answer of the interviewee. The recording was listened repeatedly to make the transcript of the interview. The researcher concluded the main points and noted some important information from the interview.

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter presents and discusses the results of research which are obtained from observation, questionnaire, and interview guided from the researcher. This chapter is divided by two parts; (A) Result and (B) Discussion.

A. Findings

This part shows the research results by observing the debate extracurricular. The researcher elaborated this section into three parts. First, the researcher distributed questionnaires to the debate extracurricular members. Second, the researcher observed the implementation of debate extracurricular. The last, the researcher interviewed the members of debate extracurricular.

1. Questionnaire

In the first observation, the researcher gave out questionnaires to eight members of debate extracurricular. The questionnaire contains 10 close-ended questions. The questionnaire helped the researcher to know the students’ perception on the use of debate activities in improving their speaking skills.

Table 4.1 Questionnaire result of the students’ motivation to join the debate extracurricular

No. Statements Strongly

Agree Agree Disagree

Strongly Disagree 1. I join the debate extracurricular

because I want to improve my speaking skills.

5 (62.5%)

3

(37.5%) 0 (0 %) 0 (0 %) 37

2. I join debate extracurricular because I think my English is quite good. 2 (25%) 3 (37.5%) 3

(37.5%) 0 (0 %)

Table 4.1 showed the result of the statements in order to find out the

students’ motivation to join debate extracurricular. The first statement showed that five students (62.5%) chose “strongly agree” and three students (37.5%)

chose “agree”. It meant that the students decided to join debate extracurricular because they wanted to improve their English speaking skills. For the second statement, two students (25%) chose “strongly agree”, three students (37.5%)

chose “agree”, and three more students (37.5%) chose disagree. It showed that most of students taught that their speaking skills are quite good so they did not afraid to join debate extracurricular and few of them taught that they should improve their poor speaking skill through debate extracurricular.

Table 4.2 Questionnaire result of students’ feeling about the debate extracurricular

No. Statements Strongly

Agree Agree Disagree

Strongly Disagree 1. The teacher lets me speaking

English during debate extracurricular.

4 (50%) 4 (50%) 0 (0 %) 0 (0 %) 2. I am confident to speak

English in front of my friends.

0 (0 %) 7

(87.5%)

1

(12.5%) 0 (0 %) 3. I enjoy the activities in the

debate extracurricular. 4 (50%) 4 (50%) 0 (0 %) 0 (0 %)

Based on table 4.2, four students (50%) chose “strongly agree” and four

students (50%) chose “agree” for the first statement. It meant the debate instructor let them to speak English during the activities and the students responded well by speaking English. In the statement number 2, seven students (87.5%) chose

“agree” and just one student (12.5%) chose “disagree”. It showed the previous

statement influenced the second statement. They have enough confidence to speak English with others because their instructor let them to speak English in each

meeting. Four students (50%) chose “ strongly agree” and four students (50%)

chose “agree” in the third statement. It showed that they enjoy the English debate

activities.

Table 4.3 Questionnaire result of students’ improvements

No. Statements Strongly

Agree Agree Disagree

Strongly Disagree 1. Debate

extracurricular helps me to improve my speaking skills.

5 (62.5%) 3 (37.5%) 0 (0 %) 0 (0 %) 2. I have

improvements in each meeting of debate

extracurricular.

1 (12.5%) 6 (75%) 1 (12.5%) 0 (0 %)

3. The debate

extracurricular helps me to know many new English vocabularies.

2 (25%) 6 (75%) 0 (0 %) 0 (0 %)

In the statement number 1, five students (62.5%) chose “strongly agree”

and three students (37.5%) chose “agree”. It meant the students felt the

differences between before and after joining debate extracurricular; they improved their speaking skills. For the second statement, one student (12.5%) chose

“strongly agree”, six students (75%) chose “agree”, and one student (12.5%)

chose “disagree”. It meant that most of the students have improvements in each

and six students (75%) chose “agree” for the last statement in table 4.3. It meant

that the students enrich their English vocabularies through debate activities.

Table 4.4 Questionnaire result of students’ learning method

No. Statements Strongly

Agree Agree Disagree

Strongly Disagree 1. I always make

outlines before speaking in front of audience.

2 (25%) 6 (75%) 0 (0 %) 0 (0 %) 2. I repeat to learn the

material of debate extracurricular at home.

1 (12.5%) 4 (50%) 3 (37.5%) 0 (0 %)

In the first statement, two students (25%) chose “strongly agree” and six students (75%) chose “agree”. It meant all of them wrote the outlines or notes

before speaking. For the second statement, a student (12.5%) chose “strongly

agree”, four students (50%) chose “agree”, and three students (37.5%) chose

“disagree”. It meant that just some of them who repeat the debate material at

home.

The second part of questionnaire indicated students’ opinion on activities which can improve their speaking skills. Students had many ways to improve their speaking skills. Therefore, the researcher prepared activities list which probably students do in their daily life. The following table shows the result of the second part of questionnaire.

Activities Quantity

Listening to music 8

Speaking English to my friends 5 Chatting with foreigners via social media 3

Reading English articles 7

From the table above, the activities there are done the most by students in their daily life to improve their speaking skills are listening to music and watching movies/English TV programs. There are a lot of English songs, movies and TV programs. The students easily found those files from internet. Besides, seven out of eight students like to read English articles in their free time. Nowadays, they could access many news portals via smartphone. The next activity which is done by students to improve their speaking skills is speaking English with friends. This activity helped students a lot because they could practice directly to speak English. The last activity is chatting with foreigners via social media that done by three out of eight students.

The third part of questionnaire indicated the quality of students’ speaking

skills. The researcher asked the students to rate their speaking skills. However, the researcher not only concluded the students’ speaking skills quality by the questionnaire result, but also from observations. From this part, the researcher found that most of the students, seven out of eight students, rated their speaking skills as good. The following table shows specific findings on the students’ opinion on their speaking skills.

Rates Quantity

Good 7

Very good 0

Excellent 0

2. Interview

This part shows the results from the students’ interview. The researcher set an interview for each eight members of debate extracurricular. This method is used to know the deeper information from the students and to know the speaking level of each student. The researcher let the students to speak English and

answered the questions orally. From the students’ speaking way, the researcher can measure the vocabulary, pronunciation, and grammar level of each student.

Table 4.5 The result of interview question number 1

Question: Why do you join this extracurricular? Quantity Response(s)

5 Improve the English skills

3 Want to open the mind to new

things

The most of students decided to join the extracurricular because they wanted to improve their English skills. They taught that English debate extracurricular would give them speaking and listening practicing. The others said that they wanted to open their mind to new things. One of them said that people who have debating habit are open-minded. They taught that they can be themselves in debating environment

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 Response(s)

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 Response(s)

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

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 Response(s)

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.

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)

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)

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.

Appendix IV

Interview Transcript

Student A

Question 1 : Why do you join this extracurricular?

Answer :I decided to join the debat extra to get a lot knowglegde and earning achievements. When the coach gives us materials, when

he shares his knowledge with us, I can see things I haven’t know at all or maybe I just don’t realizes it.

Question 2 : Does the instructor give you some tips and trick for debate? What are the activities in your debate extracurricular?

Answer : I think there is no trick in debate. We should just read many articles to follow the global developments. The instructor divided us into two groups, government and opposition. Then, he gave us a theme. We had a small discussion before debating. Then, we stimulated a debate competition.

Question 3 : Is debate effective to improve your speaking skills? Why?

Answer :Yes, debate makes me speak in a smart way, to think before I speak, and to attract other people when we talk to them.

Question 4 : Do you have certain themes for debate practicing in the extracurricular?

Answer : Usually we talk about parliament because parliament themes are used in debate competitions. However, we talk about some daily topics sometimes.

Question 5 : You joined several debate competitions, right? Please, tell me your unforgettable debate competition?

Answer : I have joined debate competition. The most unforgettable one is Moehifesto. It was my first competition. At that time, I was in the 10th grade; we were just getting in the school. And unexpectedly, I

was the first best speaker; however there was another student who

had same score with me. Unfortunately, I couldn’t make it to the

grand final, so she was the one getting that first best speaker title.

Student B

Question 1 : Why do you join this extracurricular?

Answer : I think my first motivation to join debate is that I like the way debate open our mind like everyone in debating society is very open-minded, they are not really conservative, whatever you want to say aloud and nobody gonna mad when you brought some sensitive context, like if we want to talk about homosexuality or other ability, and I like that ideas.

Question 2 : Does the instructor give you some tips and trick for debate? What are the activities in your debate extracurricular?

Answer : There are no special tips or tricks for debate. Usually, we just read the new issues and try to get deep information. Just learn about new things and fit the materials in to the speech, like when you learn debate, there are structures how you deliver the speech, such as: is introduction, reasoning. Our instructor said that we should do our own research, in order to make ourselves know more about the topics that going to be insert into the speech. That’s all, nothing special.

Question 3 : Is debate effective to improve your speaking skills? Why?

Answer : I would say yes that debate improves my speaking skills, because it makes me able to speak more fluent than before but the main factor of how I manage to improve my speaking skills is not exactly debating but like from other resources, like movies and

songs, and I learn English more from those sources. However, I practice how to speak from debating activities.

Question 4 : Do you have certain themes for debate practicing in the extracurricular?

Answer : Not really, because debate has many aspects to talk about. Mostly, the topics are around us, probably we talk about parliament,

because formal debating is like a copy of parliament debate. We talk about social problems, such as programs, politics, and

international relationship. However, in free time, just for practice, we talk about simple things; such as what is better: strawberry or chocolate?

Student C

Question 1 : Why do you join this extracurricular?

Answer : Why I join the debate extra is because I interested when the very first time the debate extra was introduced in my first time in Senior High School. And, I mean the senior was introduce very well about

debate, that’s why I interested to debate so much and decide to join the extra.

Question 2 : Does the instructor give you some tips and trick for debate? What are the activities in your debate extracurricular?

Answer : I think there are no tips or tricks for debate. I read the news from news portals to get newest information. The most important thing is we should know what we have said. The first activity in the

extracurricular is discussing the given issue with the team members. Second, we have debate simulation. The last, the instructor evaluate our performances.

Answer : Yes, debate extra is effective to improve my speaking skills. I mean, I learn speaking English and many vocabularies or many words that used in debate. I think I learn to speak formally more.

Question 4 : Do you have certain themes for debate practicing in the extracurricular?

Answer : No. Mostly, the topics are daily topics; also we talk about parliament, because formal debating is like a copy of parliament debate. We talk about politics and international relationship.

Student C

Question 1 : Why do you join this extracurricular?

Answer :I joined this extracurricular because I wanted to improve my speaking skills in English. I knew one of the member in this

extracurricular. He is the son of my mother’s friend and I knew that

he speaks English fluently. Therefore, I decided to join this extracurricular.

Question 2 : Does the instructor give you some tips and trick for debate? What are the activities in your debate extracurricular?

Answer : I don’t think so. We just read the news from news portals or newspaper. There are some activities in the extracurricular. First, the instructor gives an issue and we discuss the given issue with the team members. Second, we have a debate simulation with other group. The last, the instructor evaluate our performances.

Question 3 : Is debate effective to improve your speaking skills? Why?

Answer : Of course it is because I have to speak with English for a lot of time for every single competition, for every single practice. So, it becomes like a habit to speak English. Moreover, we practice a lot for competition, like it can be three or two competitions in a month.

Question 4 : Do you have certain themes for debate practicing in the extracurricular?

Answer : We talk about parliament in the extracurricular because we talk about politics, international relationship and government programs in debate competitions. For ice breaking, we talk simple things, for example: what is the better, Italian or American pizza?