IMPROVING GRADE XI STUDENTS SPEAKING ACHIEVEMENT THROUGH DEBATE TECHNIQUE.
ACKNOWLEDGEMENT
In the name of Allah, the beneficent, the merciful. All praises be to Allah,
the lord of the worlds. Who has given the health and strength to the writer in
completing this thesis. May Allah’s peace and blessing be upon His final Prophet
and Messenger, Muhammad, his family and his companions.
This Thesis is presented to the English Department of Faculty Languages
and Arts, State University of Medan as a partial fulfillment of the requirement for
the Degree of first strata.
Alhamdulillah, the writer has finished this thesis. Absolutely it is not only
an effort by her self alone, there are many hands help her. In this occasion, she
presents great honour to :
Prof. Dr. Ibnu Hajar Damanik, M.Si, the Rector of State University
of Medan
Dr. Isda Pramuniati, M.Hum, the Dean of Faculty Languages and
Arts.
Prof. Dr. Hj. Sumarsih, M.Pd, the Head of English Department.
Rika S.Pd, M.Hum, the Secretary of English and Literature
Department, Dra. Masitowarni Siregar, M.Ed, the Head of English
Education Study Program.
Prof. Amrin Saragih, M.A, Ph.D, her advisor, who has given his
time, support, guidance, kindness, contributions, and patience in
correcting and helping her in finishing this thesis.
Dra. Sorta Silitonga, M.Hum, Drs. Johan Sinulingga, M.Pd, and
Dra. Meisuri, M.A., thankfulness for the valuable advice and
suggestions as the reviewers at the seminar proposal.
Dra. Hj. Roslaini., the Head of SMA PAB 1 Medan Estate and
Khairul Huda S.Pd as a collaborator, for support and goodwill in
allowing her to collected the data.
The most special persons in her life, her beloved, dad and mom
Suparjo and Risna Dewita , who have given their support during her
study and her writing thesis. Thank you for your kindness and you are
so patience and also Her little brother Ahmad Rizky.
Her beloved best friends, Eka Novita, Eka Wati, Hafizah, Tia,
Daud, Faisal, Imel, Lia, Ida, Putra and Haris Purnama. Who have
always been in the writer side in the facing all the laugher and tears
during her study. To any others persons who can not be mentioned one
by one to their any contribution to the writer during finishing her
thesis.
Medan, 17 July 2013
The Writer,
ii
ABSTRACT
Jannah, Nur, 209321023. Improving Grade XI Students’ Speaking
Achievement Through Debate Technique. A Thesis, English Department,
Faculty of Language and Arts, State University of Medan, 2013
The objective of this research was to discover whether the application of Debate
Technique could improve Grade XI Students’ Speaking Achievement Through
Debate Technique. The subjects of the research were Grade XI SMA Persatuan
Amal Bakti (PAB) 1 Medan Estate which is consists of 20 students. It was
conducted by applying Classroom Action Research (CAR) which was done of two
cycles for six meeting. The instruments for collecting data were quantitative and
qualitative data. Qualitative data were collected by using diary notes, observation
sheets, and interview sheets. Quantitative data was collected by scoring students.
The mean of the students’ score in the second cycle (80.4) was higher than in the
first cycle (64.4) and orientation test (59.5). Based on observation sheets,
Interview sheets and diary notes, it was found that teaching learning process ran
well. The students more active and more enthusiastic during teaching learning
process. The results of the research shows the use of Debate Technique improve
the students speaking skill. It can be proved from the score that the students got.
So, for the English teacher, it is suggested to use Debate Technique as one of the
alternative activity to be applied in speaking class.
i
TABLE OF CONTENTS
ACKNOWLEGMENT
ABSTRACT
TABLE OF CONTETNS
LIST OF TABLE
LIST OF FIGURE
LIST OF APPENDICES
CHAPTER I
INRODUCTION
A.
B.
C.
D.
E.
CHAPTER II
CHAPTER III
CHAPTER IV
Page
......................................................................................... i
......................................................................................... ii
......................................................................................... iii
......................................................................................... v
......................................................................................... vi
......................................................................................... vii
The Background of the Study .................................................
The Problem of the Study ......................................................
The Objective of the Study ....................................................
The Scope of the Study ..........................................................
The Significance of the Study ................................................
RIVIEW OF LITERATURE
A. Theoretical Framework .........................................................
1. Students’ Achievement in Speaking ..................................
2. The Concept of Speaking ...................................................
3. The Function of Speaking ..................................................
4. Debate Technique ...............................................................
5. Types of Debate .................................................................
6. Applying Debate Technique in Speaking Class .................
a. Choosing a Topic ...................................................
b. Organizing Debate Technique ...............................
c. Feedback ................................................................
7. Advantages and Disadvantages of Debate
Technique ...........................................................................
a. Advantages of Debate Technique ..........................
b. Disadvantages of Debate Technique .....................
8. Assessment of Speaking .....................................................
B. Conceptual Framework .........................................................
RESEACH METHOD
A. Research Design .....................................................................
B. Subject of the Research ..........................................................
C. Technique of Data Collection ................................................
D. Instrument of Data Collection ................................................
E. Procedure of Data Collection .................................................
F. Indicator .................................................................................
1
3
3
3
3
5
5
6
8
11
16
17
18
18
19
19
19
20
21
23
25
25
26
26
27
29
DATA ANALYSIS
A. Data Analysis .......................................................................... 30
1. Quantitative Data .......................................................... 30
2. Qualitative Data ............................................................ 34
iii
1
a. Data in the first cycle .............................................. 35
b. Data in the second cycle ......................................... 37
B. The Findings ........................................................................... 39
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions ............................................................................ 40
B. Suggestions ............................................................................ 40
REFERENCES
......................................................................................................... 41
iv
2
LIST OF TABLES
TABLE
Page
2.1 Indicator Assessment of Speaking .................................... 21
2.2 Rubric for Speaking Assessment in Debate ...................... 23
3.1 Learning Activities .............................................................. 28
4.1 Score of Debate Performance ............................................ 30
v
LIST OF FIGURES
FIGURE
Page
3.1. Kemmis and Mc. Taggart Model Cycle ................................ 27
vi
LIST OF APPENDICES
APPENDIX
Page
A. Lesson Plan ........................................................................... 42
B. The Students Score ............................................................... 70
C. Diary Notes ........................................................................... 83
D. Interview with English Teacher .......................................... 86
E. Observation Sheets ............................................................... 88
vii
1
CHAPTER I
INTRODUCTION
A.
The Background of the Study
Speaking as a linguistic skill is often regarded to be a task that comes
naturally to an individual. However, an effective and communicable discourse can
only be realized by the awareness of the rules and strategy giving the speech
events. It seems that the allocation of time is not sufficient in the instructional
process of speaking activities. The students keep silent while the teacher
monopolizes the class. Consequently, the students are usually given few
opportunities to practice speaking. Even worse, speaking has rarely been included
in most English-language tests. Therefore, it is no wonder that students use their
ears and eyes more than their tongues. Speaking is regarded as a product skill
besides writing. It is not easy to be able to speak fluently.
According to Chaney (1998), speaking is the process of building and
sharing meaning through the use of verbal and non verbal symbol in variety of
context. In Indonesia English has been introduced since Junior High School in the
1950s. In this globalized era, it is introduced in some Elementary Schools. The
instructional process is teacher-centered but now the shift has taken place and now
it is student-centered. In the in instructional process, a teacher should give much
time for the students to take focus in speaking. But, this situation rarely happens,
so when students are asked to speak they have nothing to say because they are not
to train to do so. On the other hand, in the process of teaching speaking, students
1
2
think that speaking is very difficult to be practiced. When a teacher asks them to
express their opinions or ideas orally, most of them are afraid to make mistakes.
This situation makes them lazy to take part in speaking activities and because of
this they get low score. It is proven by their ability in arranging sentences or
translating English words into Indonesian and vice versa. But, when they were
asked to say or to explain something, they were silent and had no confidence to
speak. They become a very aware of the grammatical forms of their sentences and
of their friend’s or teacher’s comments on their speaking. In fact, they were the
first year of Senior High School (Sekolah Menengah Atas: SMA). It means, they
had learned English about three years in the Junior High School. Speaking is not
difficult if one enjoys watching others speaking, read aloud and singing are two
human activities that can be classified into speaking.
So the writer is interested in trying to apply Debate Technique in this
research. The Debate Technique is a discussion between some participants and
they play the roles of one of the participants. In the Debate Technique, students
examine different points of view or perspectives related to an issue. The writer
believes that Debate Technique is effective and interesting for the students to
improve their speaking skill.
In accordance with the explanation to the explanation above, the writer
would like to conduct a study on students’ speaking ability by using Debate
Technique to increase the student’s speaking ability.
3
B.
The Problems of the Study
Based on the background, it is necessary to formulate the problem on this
research as following: How to apply Debate Technique to improve the students’
speaking skill?
C.
The Objectives of the Study
The objective of the study is to find out whether Debate Technique
significantly improves students’ speaking skill.
D.
The Scope of the Study
The study is limited and focused on the use of Debate Technique in
speaking, especially to improve students’ achievement in speaking. And the
process speaking refers to students’ perception toward Debate Technique.
E.
The Significance of the Study
The findings of the study are expected to have both theoretical and
practiced importance in speaking as a process and product, especially the
framework of speaking.
1) Theoretically, the findings of the study are expected to enhance the
theories of speaking.
2) Practically, the findings of the study is expected to give a feedback to
the:
4
a. English teachers. As a source of valuable information about
how to increase students’ speaking ability by using Debate
Technique.
b. Students. Can have more information on how the selection
of the interesting and effective media to improve their
speaking ability.
c. Other researcher, as a reference material for the conducting
of a more in depth research on students’ speaking
performance.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A.
Conclusions
After analyzing the data, it was found out that the students’ score increased
from the cycle I until cycle II. It means there is an improvement on the students’
speaking skill by using debate. It can be seen from the improvements of mean of
students score. The mean’s score of the test I increased to the mean’s score of the
test III. It can be stated that score continuously improved from test I until test III.
It is then concluded that the application of debate improved students’ speaking
skill.
B.
Suggestions
The result of this study showed that the use of debate could improve the
students speaking skill. Therefore the following suggestions are offered:
a. To English teacher, it is better to use debate in teaching speaking
because the students can practice their speaking directly and stimulate
students’ critical thinking.
b. To the students, it is useful to practice debate by using the variety of
debate gambit.
c. It is also suggested to the readers who infers for further study
(university students) related to this research should explore the
knowledge to enlarge their understanding about how to improve
speaking skill and search another references.
40
REFERENCES
Brown, H. D. 2004. Languages Assessment: Principles and Classroom Practice.
San Fransisco State University.
Brown, H. D. 2001. Teaching by Principle : An Interaction Approach to
Language Pedagogy, (Second Edition). San Fransisco State University.
Bruedorn, H. 2001. Debate. New York: University Press.
Dogget, G. 2003. Eight Approaches to Language Teaching. The TESL Journal.
Retrieved
January
16,
2013
From http: //tstu.ru/en/tgtu/science/st/pdf/2005/artemova.
Graves, E. A. 2008. Debate an Effective Teaching Method. Ohio: Ohio University
Press: The Internet TESL Journal. Retrieved January 16, 2013
From http: //tstu.ru/en/tgtu/science/st/pdf/2005/artemova.
Harmer, J. 2001. The Practice of English Language Teaching, (Third Edition).
Cambridge: University Press.
Hornby, A.S. 1994. Oxford Advance Learner’s Dictionary. New York: Oxford
University Press.
Jervis, L. 2002. Debate as a Teaching Strategy. The Internet TESL Journal.
Retrieved
January
24,
2013
From http://itesl.org/Article/Jervis-teachingstategy.html
Kountur, R. 2009. Metodologi Penelitian. Jakarta: Percetakan Buana Printing.
O’Brien, R. 1998. An Overview of The Methodological Approach of Action
Research. University of Toronto. Retrieved January 28, 2013
From http://www.economics.ltsn.ac.uk/advice/roleplay.htm
Rich, J. C. 2001. Developing Classroom Speaking Activities: From Theory to
Practice. The Internet TESL Journal. Retrieved February 10, 2013
From http://itesl.org/Article/Jack-Interaction.html
Woodward, T. 1991. Models and Metaphors in Language Teacher Training.
Cambridge: Cambridge University Press.
41
In the name of Allah, the beneficent, the merciful. All praises be to Allah,
the lord of the worlds. Who has given the health and strength to the writer in
completing this thesis. May Allah’s peace and blessing be upon His final Prophet
and Messenger, Muhammad, his family and his companions.
This Thesis is presented to the English Department of Faculty Languages
and Arts, State University of Medan as a partial fulfillment of the requirement for
the Degree of first strata.
Alhamdulillah, the writer has finished this thesis. Absolutely it is not only
an effort by her self alone, there are many hands help her. In this occasion, she
presents great honour to :
Prof. Dr. Ibnu Hajar Damanik, M.Si, the Rector of State University
of Medan
Dr. Isda Pramuniati, M.Hum, the Dean of Faculty Languages and
Arts.
Prof. Dr. Hj. Sumarsih, M.Pd, the Head of English Department.
Rika S.Pd, M.Hum, the Secretary of English and Literature
Department, Dra. Masitowarni Siregar, M.Ed, the Head of English
Education Study Program.
Prof. Amrin Saragih, M.A, Ph.D, her advisor, who has given his
time, support, guidance, kindness, contributions, and patience in
correcting and helping her in finishing this thesis.
Dra. Sorta Silitonga, M.Hum, Drs. Johan Sinulingga, M.Pd, and
Dra. Meisuri, M.A., thankfulness for the valuable advice and
suggestions as the reviewers at the seminar proposal.
Dra. Hj. Roslaini., the Head of SMA PAB 1 Medan Estate and
Khairul Huda S.Pd as a collaborator, for support and goodwill in
allowing her to collected the data.
The most special persons in her life, her beloved, dad and mom
Suparjo and Risna Dewita , who have given their support during her
study and her writing thesis. Thank you for your kindness and you are
so patience and also Her little brother Ahmad Rizky.
Her beloved best friends, Eka Novita, Eka Wati, Hafizah, Tia,
Daud, Faisal, Imel, Lia, Ida, Putra and Haris Purnama. Who have
always been in the writer side in the facing all the laugher and tears
during her study. To any others persons who can not be mentioned one
by one to their any contribution to the writer during finishing her
thesis.
Medan, 17 July 2013
The Writer,
ii
ABSTRACT
Jannah, Nur, 209321023. Improving Grade XI Students’ Speaking
Achievement Through Debate Technique. A Thesis, English Department,
Faculty of Language and Arts, State University of Medan, 2013
The objective of this research was to discover whether the application of Debate
Technique could improve Grade XI Students’ Speaking Achievement Through
Debate Technique. The subjects of the research were Grade XI SMA Persatuan
Amal Bakti (PAB) 1 Medan Estate which is consists of 20 students. It was
conducted by applying Classroom Action Research (CAR) which was done of two
cycles for six meeting. The instruments for collecting data were quantitative and
qualitative data. Qualitative data were collected by using diary notes, observation
sheets, and interview sheets. Quantitative data was collected by scoring students.
The mean of the students’ score in the second cycle (80.4) was higher than in the
first cycle (64.4) and orientation test (59.5). Based on observation sheets,
Interview sheets and diary notes, it was found that teaching learning process ran
well. The students more active and more enthusiastic during teaching learning
process. The results of the research shows the use of Debate Technique improve
the students speaking skill. It can be proved from the score that the students got.
So, for the English teacher, it is suggested to use Debate Technique as one of the
alternative activity to be applied in speaking class.
i
TABLE OF CONTENTS
ACKNOWLEGMENT
ABSTRACT
TABLE OF CONTETNS
LIST OF TABLE
LIST OF FIGURE
LIST OF APPENDICES
CHAPTER I
INRODUCTION
A.
B.
C.
D.
E.
CHAPTER II
CHAPTER III
CHAPTER IV
Page
......................................................................................... i
......................................................................................... ii
......................................................................................... iii
......................................................................................... v
......................................................................................... vi
......................................................................................... vii
The Background of the Study .................................................
The Problem of the Study ......................................................
The Objective of the Study ....................................................
The Scope of the Study ..........................................................
The Significance of the Study ................................................
RIVIEW OF LITERATURE
A. Theoretical Framework .........................................................
1. Students’ Achievement in Speaking ..................................
2. The Concept of Speaking ...................................................
3. The Function of Speaking ..................................................
4. Debate Technique ...............................................................
5. Types of Debate .................................................................
6. Applying Debate Technique in Speaking Class .................
a. Choosing a Topic ...................................................
b. Organizing Debate Technique ...............................
c. Feedback ................................................................
7. Advantages and Disadvantages of Debate
Technique ...........................................................................
a. Advantages of Debate Technique ..........................
b. Disadvantages of Debate Technique .....................
8. Assessment of Speaking .....................................................
B. Conceptual Framework .........................................................
RESEACH METHOD
A. Research Design .....................................................................
B. Subject of the Research ..........................................................
C. Technique of Data Collection ................................................
D. Instrument of Data Collection ................................................
E. Procedure of Data Collection .................................................
F. Indicator .................................................................................
1
3
3
3
3
5
5
6
8
11
16
17
18
18
19
19
19
20
21
23
25
25
26
26
27
29
DATA ANALYSIS
A. Data Analysis .......................................................................... 30
1. Quantitative Data .......................................................... 30
2. Qualitative Data ............................................................ 34
iii
1
a. Data in the first cycle .............................................. 35
b. Data in the second cycle ......................................... 37
B. The Findings ........................................................................... 39
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions ............................................................................ 40
B. Suggestions ............................................................................ 40
REFERENCES
......................................................................................................... 41
iv
2
LIST OF TABLES
TABLE
Page
2.1 Indicator Assessment of Speaking .................................... 21
2.2 Rubric for Speaking Assessment in Debate ...................... 23
3.1 Learning Activities .............................................................. 28
4.1 Score of Debate Performance ............................................ 30
v
LIST OF FIGURES
FIGURE
Page
3.1. Kemmis and Mc. Taggart Model Cycle ................................ 27
vi
LIST OF APPENDICES
APPENDIX
Page
A. Lesson Plan ........................................................................... 42
B. The Students Score ............................................................... 70
C. Diary Notes ........................................................................... 83
D. Interview with English Teacher .......................................... 86
E. Observation Sheets ............................................................... 88
vii
1
CHAPTER I
INTRODUCTION
A.
The Background of the Study
Speaking as a linguistic skill is often regarded to be a task that comes
naturally to an individual. However, an effective and communicable discourse can
only be realized by the awareness of the rules and strategy giving the speech
events. It seems that the allocation of time is not sufficient in the instructional
process of speaking activities. The students keep silent while the teacher
monopolizes the class. Consequently, the students are usually given few
opportunities to practice speaking. Even worse, speaking has rarely been included
in most English-language tests. Therefore, it is no wonder that students use their
ears and eyes more than their tongues. Speaking is regarded as a product skill
besides writing. It is not easy to be able to speak fluently.
According to Chaney (1998), speaking is the process of building and
sharing meaning through the use of verbal and non verbal symbol in variety of
context. In Indonesia English has been introduced since Junior High School in the
1950s. In this globalized era, it is introduced in some Elementary Schools. The
instructional process is teacher-centered but now the shift has taken place and now
it is student-centered. In the in instructional process, a teacher should give much
time for the students to take focus in speaking. But, this situation rarely happens,
so when students are asked to speak they have nothing to say because they are not
to train to do so. On the other hand, in the process of teaching speaking, students
1
2
think that speaking is very difficult to be practiced. When a teacher asks them to
express their opinions or ideas orally, most of them are afraid to make mistakes.
This situation makes them lazy to take part in speaking activities and because of
this they get low score. It is proven by their ability in arranging sentences or
translating English words into Indonesian and vice versa. But, when they were
asked to say or to explain something, they were silent and had no confidence to
speak. They become a very aware of the grammatical forms of their sentences and
of their friend’s or teacher’s comments on their speaking. In fact, they were the
first year of Senior High School (Sekolah Menengah Atas: SMA). It means, they
had learned English about three years in the Junior High School. Speaking is not
difficult if one enjoys watching others speaking, read aloud and singing are two
human activities that can be classified into speaking.
So the writer is interested in trying to apply Debate Technique in this
research. The Debate Technique is a discussion between some participants and
they play the roles of one of the participants. In the Debate Technique, students
examine different points of view or perspectives related to an issue. The writer
believes that Debate Technique is effective and interesting for the students to
improve their speaking skill.
In accordance with the explanation to the explanation above, the writer
would like to conduct a study on students’ speaking ability by using Debate
Technique to increase the student’s speaking ability.
3
B.
The Problems of the Study
Based on the background, it is necessary to formulate the problem on this
research as following: How to apply Debate Technique to improve the students’
speaking skill?
C.
The Objectives of the Study
The objective of the study is to find out whether Debate Technique
significantly improves students’ speaking skill.
D.
The Scope of the Study
The study is limited and focused on the use of Debate Technique in
speaking, especially to improve students’ achievement in speaking. And the
process speaking refers to students’ perception toward Debate Technique.
E.
The Significance of the Study
The findings of the study are expected to have both theoretical and
practiced importance in speaking as a process and product, especially the
framework of speaking.
1) Theoretically, the findings of the study are expected to enhance the
theories of speaking.
2) Practically, the findings of the study is expected to give a feedback to
the:
4
a. English teachers. As a source of valuable information about
how to increase students’ speaking ability by using Debate
Technique.
b. Students. Can have more information on how the selection
of the interesting and effective media to improve their
speaking ability.
c. Other researcher, as a reference material for the conducting
of a more in depth research on students’ speaking
performance.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A.
Conclusions
After analyzing the data, it was found out that the students’ score increased
from the cycle I until cycle II. It means there is an improvement on the students’
speaking skill by using debate. It can be seen from the improvements of mean of
students score. The mean’s score of the test I increased to the mean’s score of the
test III. It can be stated that score continuously improved from test I until test III.
It is then concluded that the application of debate improved students’ speaking
skill.
B.
Suggestions
The result of this study showed that the use of debate could improve the
students speaking skill. Therefore the following suggestions are offered:
a. To English teacher, it is better to use debate in teaching speaking
because the students can practice their speaking directly and stimulate
students’ critical thinking.
b. To the students, it is useful to practice debate by using the variety of
debate gambit.
c. It is also suggested to the readers who infers for further study
(university students) related to this research should explore the
knowledge to enlarge their understanding about how to improve
speaking skill and search another references.
40
REFERENCES
Brown, H. D. 2004. Languages Assessment: Principles and Classroom Practice.
San Fransisco State University.
Brown, H. D. 2001. Teaching by Principle : An Interaction Approach to
Language Pedagogy, (Second Edition). San Fransisco State University.
Bruedorn, H. 2001. Debate. New York: University Press.
Dogget, G. 2003. Eight Approaches to Language Teaching. The TESL Journal.
Retrieved
January
16,
2013
From http: //tstu.ru/en/tgtu/science/st/pdf/2005/artemova.
Graves, E. A. 2008. Debate an Effective Teaching Method. Ohio: Ohio University
Press: The Internet TESL Journal. Retrieved January 16, 2013
From http: //tstu.ru/en/tgtu/science/st/pdf/2005/artemova.
Harmer, J. 2001. The Practice of English Language Teaching, (Third Edition).
Cambridge: University Press.
Hornby, A.S. 1994. Oxford Advance Learner’s Dictionary. New York: Oxford
University Press.
Jervis, L. 2002. Debate as a Teaching Strategy. The Internet TESL Journal.
Retrieved
January
24,
2013
From http://itesl.org/Article/Jervis-teachingstategy.html
Kountur, R. 2009. Metodologi Penelitian. Jakarta: Percetakan Buana Printing.
O’Brien, R. 1998. An Overview of The Methodological Approach of Action
Research. University of Toronto. Retrieved January 28, 2013
From http://www.economics.ltsn.ac.uk/advice/roleplay.htm
Rich, J. C. 2001. Developing Classroom Speaking Activities: From Theory to
Practice. The Internet TESL Journal. Retrieved February 10, 2013
From http://itesl.org/Article/Jack-Interaction.html
Woodward, T. 1991. Models and Metaphors in Language Teacher Training.
Cambridge: Cambridge University Press.
41