A Library Research on How to Teach Speaking Using World Style Debate JURNAL

A LIBRARY RESEARCH ON HOW TO TEACH SPEAKING USING WORLD STYLE DEBATE

Aditya Ristianang, Joko Nurkamto, Siswantoro

English Education Department of Teacher Training and Education Faculty Sebelas Maret University

Correspondence Address: adityarist@gmail.com

Abstract

This research aims at: (1) describing the implementation of World Style

debate to teach speaking, (2) explain how the World Style debate improve students’

speaking competence in Senior High School. The method used in this research is library resea rch. In this research the resea rcher uses the critical analysis. The theories that become the object of the resea rch are from scientific journals and

books. The research findings show that World Style debate improves the students’

speaking skill, and the use of World Style debate has a great variety of advantages;

World Style debate can improve the students’ involvement in learning process, and

World Style debate also promotes students’ critical thinking skill.

Keywords: World Style Debate, Speaking skill, Library Research

Abstrak

Penelitian ini bertujuan untuk: (1) mengua raikan penerapan debat World Style dalam mengajarkan kemampuan berbicara, (2) menjelaskan bagaimana metode debat World Style meningkatkan kompetensi berbicara siswa Sekolah Menengah Atas. Metode yang digunakan dalam penelitian ini adalah kajian pustaka, peneliti menggunakan analisis kritis. Teori yang menjadi objek kajian berasal dari jurnal ilmiah dan buku referensi. Hasil penelitian menunjukan bahwa debat World Style meningkatkan kemampuan berbicara bahasa Inggris siswa, dan penggunakan debat World Style memiliki berbagai manfaat; debat World Style meningkatkan

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keterlibatan siswa dalam proses pembelajara n, dan debat World Style juga mengembangkan kemampuan berfikir kritis siswa.

INTRODUCTION

Speaking is productive skill that involve speech to express. it involves using speech to express other meanings toother people.Florez in Bailey (2005, p.2) states that speaking is an interactive process of developing meaning that engages producing and receiving and processing information. It is often unplanned, open-ended, and fostering information but it is not completely unpredictable. In addition, Bailey (2005, p.2) mentions that speaking is the productive and oral skill activity. It made up of producing systematic verbal communication to deliver meaning.

Chaney in Kayi (2006, p.1) says that speaking is the process of constructin and sharing meaning through the use of verbal and non verbal symbols, in different contexts. Speaking is active skill in which learners can express themselves and communication with others. Speaking requires the learners not only to know about linguistic competences such as vocabulary, grammar, or pronunciation, but also understand about sociolinguistic competence itself.

Thornburry (2005, p.8) strengthens the statements. He says that speaking is a speech production to deliver meaning that becomes a part of our daily activities. Most of speaking activities are in the form of face to face dialogs; therefore speaking is for interactin between people. From the definition of speaking above, it can be concluded that speaking is productive activity of constructing and convey meaning that can be doing in verbal and non verbal symbol.

Speaking as an active and productive activity is an ability to produce and deliver a language to the other by speech. However, it is found that many students got some difficult in speaking skill. Based on the researcher’s experience teaching at SMK N 9 Surakarta, students got difficulties in speaking skill. The problems are caused by the students, the teachers, and the class condition. The problems are; (1) students are not confident to use English; (2) they are lack of vocabulary mastery and

knowledge of grammar. The other factor that influences the students’ speaking ability

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activity only students who gets the turn to perform which speak English, the others only talk with their friend or listen the speaker.

The problems caused by the teachers are; First, the teachers are focused only using LKS or text book in teaching speaking, whereas, LKS and textbook have limitation to teach speaking. Second, teachers do not give much opportunity to the student to speak English because the limited time, so the interaction between one and other are less. Third, the teachers do not use attractive method in teaching speaking, so the students are bored and unmotivated in learning speaking.

The problems caused by the class condition are: First, limited teaching aids and multimedia in the classroom or school makes teachers get difficulties in teaching that therefore students are not interested to learn. Second, learning hours in the last section make students and teachers are tired, so the learning is not effective and maximal.

Based on these problems, the teachers should find solutions to increase student interest in teaching learning process. In teaching speaking, there are several activities which are used by teachers to make better teaching and learning condition. Teachers should use interesting activitiesand practicing as a real-life situation, and give more opportunity to the students to speak English. From the problems that were already mention above, using World Style debate in teaching speaking have many benefits to solve the problems in learning speaking skill.

Vo and Morris (2006, p.315) say debate as a teaching tool has an essential role play in our pedagogical philosophy, debating is used in many academic disciplines. In debate the students are expected to be active and developing their communication skill to argue and persuading by using voice and gesture. Harvey (2011, p.2) explains that Worlds Style debate is normally termed British Parliamentary debate, which grew out of the traditions of the United Kingdom Parliament in Westminster. World Style debate is the most popular and fastest

growing format of competitive debate. Meany and Shuster (2002, p.6) explain that Parliamentary Debate or World Style debate is the most popular debate for academic and contest, World Style debate teaches sophisticated skills in extemporaneous speaking, critical listening, critical thinking, research, and presentation.

There are some benefits in implementing World Style debate activity:

a. The students play a part in games as debaters make them familiar with parliamentary setting. Parliamentary setting is useful for students when they join in formal debate or discussion.

b. This activity trains students to work in group, they will discuss with the group before they argue and rebuttal.

c. That way also decreases students’ selfishness because this activity gives more

opportunity to work in group.

d. This activity can improve students’ critical thinking, students’ confidence, and responsibility in learning. Before the debate, students will conduct research about the issue and brainstorming idea.

e. This activity improves subject knowledge in English as a foreign language. f. This activity can improve of skills in argumentation, students demanded to

have good interpersonal communication skills. They can voice their aspiration to a policy maker when they disagree with particular policies in a good manner.

g. The atmosphere of the class will comfort because students do something new, the students do not feel like being treated with World Style debate method. h. In engage this activity not very needed multimedia, so this activity can be

applied in schools which have restrictiveness of multimedia tools.

i. World Style debate develops problem-solving skills, students investigate the social problems and try to find the best solutions to those problems.

j. This method also assesses speaking micro skills (grammar, vocabulary, and pronunciation).

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Another opinion from Darby (2007, p.8) states that benefit of World Style debate for teaching learning processare developing one test question that measures student knowledge of the main point of their 10-12 minutes oral argument, a large body of complex, conflicting, rapidly changing information can be covered in a short period of time.

RESEARCH METHODS

The research was conducted by using library research. Library research that is also called theoretic research is not a compilation of other researches or arguments, but a research that is conducted through critical analysis so that what is written can be justified. The theories that become the object of the research are from scientific journals. Several steps should be taken to conduct Library Research, they are:

1. Define the variables as clear as possible.

2. Choose the source of the data or theories that are relevant to the variables above and read it.

3. Describe every single theory.

4. Do critical analysis towards every theory above by explaining the strength and weakness of every theory.

5. Do comparison analysis between theory to decide which theory has more strengths and which theory has more weaknesses.

6. Make conclusion. The researcher has two choices: choose one of the theories that are assumed to be the best theory, or make synthesis from many theories.

After doing the steps above, the researcher makes the framework for every chosen variable. Basically, the framework is the rational explanation about the relationship between variables. The researcher relates the variables based on the concept from the theories by using the strength of his analysis. The framework is made as the background to conduct hypothesis. Therefore, hypothesis does not come suddenly but through processes that have been passed before.

DESCRIPTION AND DISCUSSION

Freeley (2008, p.24) explains debate as an educational method is developed by Protagoras of Abdera in 5th century, debate as a teaching strategy well known throughout the 19th and early 20th century and then declined in fame. Debate became popular in the 1980s as educational teaching strategy to promoting critical thinking, and then useful to develop communication and logic.Debate in the classroom can be used as a way to facilitate research and discussion of an issue in the curriculum. It also has benefit to develop public speaking skills, critical thinking skills, research skills and teamwork skills. ("Speech and Debate Union" 2009, p.2) World Style debate is useful method improve speaking competence, Fluharty and Ross (1996, p.34) define that debate is teaching-learning strategy that can be used in teaching speaking, debate in educational program defined as an old strategy that emphasize on an issue, pro or contra position, or solution to a problem.

Some research show that debate is effective to help students to face their

problems in learning, Akerman and Neale (201, p.5) state that students’ perception

data report that uses debate in learning process increases their motivation in a subject, debate also helps to improve subject knowledge and easier to understanding the

material. Of the 52 students responding in Goodwin’s (2003) 70-students class of

English undergraduates, the majority (79%) reported that debate in class encourage students to participate with and learn the course material, students had responsibility in the study. Rao (2010, 246) also reported that in the business student classroom, debates assisted to their understanding of the subject (82% of 68 students) and topic (88%), and enriched the course (88%), with the lecturer also observing increas motivation and excitement among the students. Vo and Morris (2006) were also surveyed at University business student informed that after conducting debate in the classroom, and three quarters report that the debate was helpful students for learning and understanding of the course material.

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Inoue and Nakano (2004 in Akerman and Neale, 16) offer reflections based on their observation of university students in Japan, of 109 participants in parliamentary debate, 56.9 percent felt that debating improved their English. Lantis (2004 in D'Souza) uses three formats for debates, identifying that 40 percent of the students enhance their subject knowledge and 60 percent increase their knowledge on the specific topic being debated. Somjai and Jansen (2015, p.30) conduct the research about the use of debate technique to develop speaking skill ability in Bangkok, prove

that the score of the students’ English speaking test was increase from the pre

-test(10.2) to post-test (11.7). This result of the research ascertains that there was significant increasing in speaking ability after using debate technique.

World Style debate is an appropriate technique in teaching foreign language for Senior High School students, the students are able to research more extensive issue for debate and work collaborative, they may also have many vocabularies. World Style debate stimulates students to practice in cognitive and linguistic way, it is also trains students to communicate their opinion, argument, or statement. World Style

debate activities can improve students’ critical thinking; students are to speak up and

argue their own perception. World Style debate require the students to focus in learning process and prepared well in learning, the students should be proactive in seeking information to make them active in learning process, and construct their own World Style debate is a collaborative technique which can invite all students in the classroom to be active in learning and using English, debating afford the students to practice in the class and give the students understanding of elements of speaking. They can improve their ability in speaking by actively joining the learning and understanding the elements of speaking.

To implement the debate, teachers do some stages such as: (1) planning; (2) organizing; (3) implementing; (4) managing and controlling; and (5) evaluation. In the planning process, the teacher prepared the setting of teaching process in RPP, while RPP designed by considering the curriculum and syllabus. RPP consist of time

allocation, standard competences, basic competences, the materials, indicators, the purpose of teaching, teaching method, teaching approach, teaching techniques, the occurrences of teaching learning activity, teaching aids, the sources of the materials, assessment including types, ,instruments of assessment, and scoring rubric, and the materials of teaching. The teachers choose topic and material that are relevant to debate activity then organize with the characteristics of the classes, this is important because each class has different character and condition. By identify the class, teachers can decide what to do in implementation process.

In this activity the researcher using Rencana Pela ksanaan Pembelajaran for two semesters. RPP is designed by considering the syllabus of Kurikulum 2013 as the curriculum used at SMK N 9 Surakarta, while the syllabus is in the form of

Permendikbud No.59 tahun 2014. The Standard competence is expressing meaning in

oral texts functional and simple short monologue of procedure and report to interact

in the context of students’ daily lives, while the basic competence is expressing

meaning in the form of a simple short functional oral texts by using a variety of oral language accurately , smoothly and grateful in context daily life interaction.The topic that teachers use is high school students should wear uniforms, this topic will be the motion in debate. Learning objectives are; 1) Expresses sentence about agreement and disagreement, 2) understand how to deliver a good argument in the debate, 3) the students able to deliver a good argument. The students will learn about expressing agree and disagreement by using World Style debate.

a. Pre Activity

Before students do the debate, the teachers can conduct brainstorming. Teachers introduce the topic and ask the opinions about the topic, the students can use Bahasa Indonesia in explain their opinion. Brainstorming provides opportunity to help students give feedback on ideas, and organize the ideas before they conduct the debate. After the teachers conduct brainstorming, then teachers start the learning

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process by giving the student explanation about the topic that they will get, the teachers will teach about agreement and disagreement.

Agreement and Disagreement

Agreement

Disagreement There is no doubt about it that...

I absolutely agree with you. I agree with you entirely. I totally agree with you. I simply must agree with that. I am of the same opinion. I am of the same opinion.

That’s exactly what I think.

I don't agree with you.

I’m sorry, but I disagree.

I'm afraid, I can't agree with you. The problem is that...

I (very much) doubt whether... This is in complete contradiction to...

With all due respect,…

I am of a different opinion because ... I cannot share this / that / the view. I cannot agree with this idea. What I object to is...

I have my own thoughts about that.

Partial Agreement Dialog Example

It is only partly true that...

That’s true, but…

I can agree with that only with reservations. That seems obvious, but...

That is not necessarily so. It is not as simple as it seems.

I agree with you in principle, but… I agree with you in part, but…

Well, you could be right.

Mr. Zoe : What do you think of my new house?

Shane : It is beautiful. I think. Oh you have many novels in your new house.

Mr. Zoe : Yeah, some. I like Andrea Hirata’s novels.

Shane : How do you feel about Andrea Hirata’s novels ?

Mr. Zoe : I feel they are great novels.

Shane : Yes, you are right. I think it is going to rain.

Mr. Zoe : I don’t think so. Look outside at the

sky! It’s so clear. No clouds there.

Shane : But I watched the weather forecast yesterday. It said that today is going to rain. OK Mr. Zoe see

To engage students’ activeness and participation, teachers ask some students

to give an example dialogue expressing agree and disagree. After knowing that, they will learn speaking by debate activity. According to Harvey-Smith (2011, p.12) The debate is divided into eight speeches, there are two sides in the debate; Proposition team and Opposition team, each of which is represented by two teams which consist of two members. Teachers divide students into four teams, each team consists of two students. The numbers of participant in the group can be customized by classroom

condition, as an example, every team of Proposition team and Opposition team amount of four students, so there are sixteen participants in debate. However, this does not change the format and timeline of the debate, the additional participants in the group have a role as a helper to other participants.

Before the debate implemented, the students prepare and discuss the material about the topic from books, newspapers, internet, and other source a week before they get turn to debate. It is aim that the students can master their arguments and material. Through discussion students exchange ideas about an issue and learn to express their own opinion freely. Selection of the members of every group can be done randomly or based on the ability of every students, if the selection is random, the level of groups are not equal. On the contrary, if the selection is based on ability of students, the strength of every group will have little bit balance; it can motivate the students more to work in group. Then teachers ask four teams to perform in front the class and announce a motion, motion is the topic to be discussed, the motion of this

scenario is “high school students should wear uniforms.” When four teams are

presenting in front class, other students become audience before they themselves have their turn to show their performances. The teachers help the students who will present debate to organize information by taking notes, preparing worksheets, reviewing the idea.

b. Main Activity

In World Style debate there is one person as adjudicator or chairperson, the teachers ask one student as a adjudicator or chairperson. The student who becomes chairperson must understand her or his job and the rule of debate, her or his job is to keep order, ensure that the speeches are timed, and manage the panel. To make the classroom as real as debate session, it is importance to arrange the classroom so that the two teams face each other in a parliamentary configuration. Teams will consist of the following members:

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Teams Members World Style Debate According to Harvey-Smith (2011)

Proposition Team Opposition Team

Opening Government Opening Opposition

1.First speaker or Prime Minister 1. First speaker or Leader of the Opposition

2. Second speaker or Deputy Prime Minister

2. Second speaker or Deputy Leader of the Opposition

Closing Government Closing Opposition

1. First speaker or Member for the Government

1. First speaker or Member for the Opposition

2. Second speaker or Government Whip

2. Second speaker or Opposition Whip

Timeline debate in teaching speaking

Speaker Time

allocation Speech 1: Speech 2: Speech 3: Speech 4: Speech 5: Speech 6: Speech 7: Speech 8:

The first proposition speaker introduces the topic and states the proposition team's first argument.

The first opposition speaker states their first argument.

The second proposition speaker states their second argument.

The second opposition speaker states their second argument.

The third proposition team states the support first and second proposition argument.

The third opposition team states the support first and second opposition argument

The fourth proposition team sums op proposition’s arguments.

The fourth opposition team sums up opposition’s arguments 5 Minutes 5 Minutes 5 Minutes 5 Minutes 5 Minutes 5 Minutes 5 Minutes 5 Minutes

World Style Debate Setting by Harvey-Smith (2011)

b. M a i n

A c t i v i t y

1 Prime Minister of Opening Government

6 Time keeper 2 Deputy Prime Minister of Opening

Government

7 Leader of the Opening Opposition 3 Member for the Closing

Government

8 Deputy Leader of the Opening Opposition

4 Government Whip 9 Member for the Closing Opposition

5 Chairperson 10 Opposition Whip

The chairperson introduces the teams, the motion, the names of the debaters, timeline and the rules of debate. The chairperson asks the participant to follows the rules of the debate, he or she also gives debaters time individually to prepare arguments supporting their side of the motion. The debaters discuss their ideas and develop reasons in support of their side of the motion, students can take a note of

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reasons on a piece of paper or board marker. Each member will deliver a substantive speech of five minutes duration.

Before the debate, the chairperson giving each teams time to discuss between four minutes or less to prepare their teams, each team give a chance to present their position. If only the time of speaker is up, chairman can stop their arguments by using bell. After the member of the proposition team finished her or his speaks, then the chairman calls on a member of the opposition team to present first argument. As soon as the opposition team presents their argument, the chairman calls a different member of the proposition team to present a second argument for the opposition side, then the chairman calls on a member of the opposition team to present second argument. After both of them explain their arguments, the chairman invite member of opposit ion team

to give brief rebuttal to proposition’s arguments, the opposition team rebut previous opposition’s arguments, the chairman also invite proposition team to give brief

rebuttal after the opposition team finish their arguments. Each group give five minutes to state their rebuttal. Each debater is required to speak based on the rules of the debate, they must deliver their cases based on their duties. PoI or Point of Information be delivered between one minute until four minutes when other team state their arguments.

Rules of debate

Rules

1 Team members must meet together in preparation for the debate, so they can work together as an effective team.

2 Speeches should be five minutes in duration. 3 All members of each side should take part.

4 Speakers must raise their hand if it's not their time to speak.

5 The chairperson will stop the speakers if the speakers are out of time. 6 You may bring some brief notes, but you may not read them.

7 In order to offer a POI, debater must stand up, hold out his/her hand and say

The motion of this hypothetical scenario is “High School Students Should Wear Uniforms”. Proposition team will agree and support the motion, otherwise

opposition team will disagree and refuse the motion. Each team using some data and relevant reason to support and defend their side, students can find supporting relevant reason in the books or internet. The hypothetical scenarios and associated discussion

are intended to describe students’ arguments.

Hypothetical Scenario

Affirmative Team Negative Team

Motion : high school students should wear uniforms

First Speaker I agree with that statement, school

uniforms keep students focused on their education, not their clothes.

It's time to eliminate from schools the status and respect many students give to clothing labels and price tags. Student attention needs to return to learning in the classroom, rather than how they look when they are in that classroom

I am of a different opinion because

school uniforms reinforce the idea that students are numbers and not individuals.

In a school system that is continually taking art and creativity out of the hands of students, I feel this is a step in the wrong direction.

Second

Speaker That’s true, but bullying can stop if

students wear uniforms they can't get bullied for what they wear because everyone is wearing the same thing. People get bullied for wearing certain clothes that are different from others. So, if everyone wears uniforms no one can get bullied for wearing different clothing.

I cannot agree with this idea, school

uniforms restrict students' freedom of expression. School uniform

allowing students to choose their clothing is an empowering message from the schools that a student is a maturing person who is entitled to the most basic self-determination.

Third Speaker I have my own thoughts about that, we can use school uniforms which will give all the children a sense of equality and broke inferiority and superiority. Also, when a child wears color clothes on his or her birthday, it makes them feel special.

School uniforms do not improve attendance, academic preparedness, or exam results. no effectsof uniforms on absenteeism, and behavioral problems

Last speaker (conclusion)

We absolutely agree that high school students should wear uniforms, in our opinion school uniforms can help reduce bullying rates in schools. I also believe that they can bring a sense of equality between students. Given that school uniforms are cost-effective, I see no reason why all school students

We cannot agree with this idea, we believe that students should not have to wear uniforms. Uniforms take away our individuality. Confidence is much harder to achieve while wearing a uniform. Wearing them can get distracting during the day. Some schools say uniforms make us united

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should not be wearing school uniforms as a school, but we don’t think they do anything but bother students. Simple rules instead of a uniform could easily be put in place.

c. Post Activity

After all team stated their arguments, the teachers take e debate and ask the students to continue with a general argument about the issue and asking for volunteers in each group. After each group stated their arguments, teachers conduct evaluation in the end of debate. Teachers give feedback on grammar or pronunciation problems that teachers find during debate, teachers also review material about agree

and disagree expression.To encourage students’ critical thinking, teachers askone of

students who are presented in debate to state why he or she supports that side of the arguments. In the end, the teachers announced the motion and the group that will perform in the class next week.

CONCLUSION, IMPLICATION, AND SUGGESTION

Based on the previous theoretical reviews and data analysis, it can be concluded on the following:

1. The process of teaching speaking for students by using World Style debate a. Pre-activity

Before the teacher conduct speaking class, the teachers making lesson plan based on curriculum 2013. From that curriculum, the teachers explore the standard competence and basic competence for making syllabus and lesson plan. The teachers also preparing the materials, the teacher selects appropriate and acceptable motion for the debate. Before the students do the debate, the teachers conduct brainstorming. Teachers introduce the topic and ask the opinions about the topic, the students can use Bahasa Indonesia in explain

their opinion. The debate is divided into eight speeches, there are two sides in the debate; Proposition team and Opposition team, each of which is represented by two teams which consist of two members. Teachers divide students into four teams, each team consists of two students, the teachers also choose one students to be chairperson.

b. Main activity

The chairperson introduces the teams, the motion, names of the debaters, timeline and the rules of debate. The chairperson asks the participant to follows the rules of the debate and gives debaters time individually to prepare arguments supporting their side of the motion. The debaters discuss their ideas and develop reasons in support of their side of the motion, each member will deliver a substantive speech of five minutes duration. The chairperson giving each teams time to discuss between four minutes or less to prepare their teams, each team give a chance to present their position. The first speaker of the debate is prime minister of opening government, after prime minister finished her or his speaks, then the chairman calls Deputy Prime Minister of Opening Government. As soon as the opposition team presents their argument, the chairman calls a different member of the proposition team to present a second argument for the opposition side, then the chairman calls on a member of the opposition team to present second argument. After both of them explain their arguments, the chairman invite

member of opposition team to give brief rebuttal to proposition’s arguments,

the opposition team rebut previous opposition’s arguments, the chairman also

invite proposition team to give brief rebuttal after the opposition team finish their arguments.

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c. Post-activity

For this stage, the teachers have some activities which are reviewing, evaluating, and motivating. The teachers review the material by explaining and asking if the students have question, teachers also evaluating students’ understanding about the meaning of words and sentences. The last is motivating students, teachers motivating the students by saying that he or she

is proud with students’ performance.

2. World Style debate can be used to improve students’ speaking competence

There are many studies conducted about the implementation of debate in teaching speaking, and show that debate has positive effect for improving

students’ speaking competence. World Style debate is the attractive activity for

students in learning speaking skill, it can make students fell interest in learning and fun to practicing English. The students who have limited vocabulary can be helped in this activity by sharing idea with their team, the teachers should provide opportunity to the students to enrich their vocabulary by identifying as many as possible words based on the motion. The teachers could give drilling activity of

difficult words in the end of debate to fix students’ pronunciation. The teachers can help the students’ comprehension by giving different expression or meaning

to the students when they cannot understand the message well in debate. In controlling class condition, the teachers should organize the class and manage the time and the tasks in order to make the students who do not perform in debate pay attention to team that perform in from of class and do not make noise.

There are several implications that are relevant to the teaching English: Teaching English especially speaking skill should be arranged to create interesting and effective activities. The research findings and discussion show that World Style debate effective to help the teachers to teach speaking, it also improves students’ critical thinking and motivation. The class climate also influences the effectiveness of

teaching learning process. So the teacher should have good management capability in class management. The use of World Style debate support the classroom activity became more effective and interesting for the students.

After the discussion, the researcher would like to give some suggestions for English teachers, students and other researchers. The suggestions are as follows; First, the teacher should selective choose the subject course in order to make debating more attractive. the teacher should explain briefly about the rule of the activity and telling the students about the scoring. Second, For other researcher, the result of this research can be used as alterrnative information for the other researchers who will conduct a research. The other researchers should continue the research which related with this research for alternative information. The researcher hopes that other studies will be more concern on the teaching method in teaching learning English especially speaking skill.

REFERENCES

Akerman, Rodie and Ian Neale. (2011). Debating the evidence: an international review of current situation and perceptions. TheEnglish Speaking Union. CfBT Education Trust.

Bayle, M. Kathleen. 2005. Practical English Language Teaching: Speaking.

NewYork: McGraw-Hill.

Darby Michele. (2007). Debate: A Teaching-Learning Strategy for Developing Competence in Communication and Critical Thinking. Journal of Dental

Hygiene, Vol. 81, No. 4, October 2007

Fluharty GW, Ross H (1996). Public Speaking and Other Forms of Speech

Communication. New York, NY: Barnes &Nobles.

Freeley, A. J. (2000). The early years: Recollections. Argumentation and Advocacy 37(1),28-33.

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Kayi H. (2006). Teaching Speaking: Activities to Promote Speaking in a Second Language. The Internet TESL Journal, Vol. XII, No. 11. Accessed on August 31 2015.

Kennedy, R. (2007). In-Class Debates: Fertile Ground for Active Learning and the Cultivation of Critical Thinking and Oral Communication Skills.

International Journal of Teaching and Lea rning in Higher Education, 2, 183

190.

Meany J, Shuster K. (2002).Art, Argument,and Advocacy: Mastering Pa rliamentary

Debate. New York. The International Debate Education Association.

Quinn Simon. (2009). Debating in the WorldSchools Style: A Guide. New York. International Debate Education Association.

Rao, P. (2010). Debates as a pedagogical learning technique: Empirical research with business students. Multicultural Education & Technology Journal, 4(4), 234 250.http://dx.doi.org/10.1108/17504971011087531

Thornbury Scott. (2005). How to Teach Speaking. Harlow. Longman

Vo, H. X., & Morris, R. L. (2006). Debate as a tool in teaching economics: Rationale, technique, and some evidence. Journal of Education for Business, 81(6), 315 320.http://search.proquest.com/docview/202819910?accountid=44945

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The motion of this hypothetical scenario is “High School Students Should Wear Uniforms”. Proposition team will agree and support the motion, otherwise opposition team will disagree and refuse the motion. Each team using some data and relevant reason to support and defend their side, students can find supporting relevant reason in the books or internet. The hypothetical scenarios and associated discussion are intended to describe students’ arguments.

Hypothetical Scenario

Affirmative Team Negative Team

Motion : high school students should wear uniforms First Speaker I agree with that statement, school

uniforms keep students focused on their education, not their clothes. It's time to eliminate from schools the status and respect many students give to clothing labels and price tags. Student attention needs to return to learning in the classroom, rather than how they look when they are in that classroom

I am of a different opinion because school uniforms reinforce the idea that students are numbers and not individuals.

In a school system that is continually taking art and creativity out of the hands of students, I feel this is a step in the wrong direction.

Second

Speaker That’s true, but bullying can stop if students wear uniforms they can't get bullied for what they wear because everyone is wearing the same thing. People get bullied for wearing certain clothes that are different from others. So, if everyone wears uniforms no one can get bullied for wearing different clothing.

I cannot agree with this idea, school uniforms restrict students' freedom of expression. School uniform

allowing students to choose their clothing is an empowering message from the schools that a student is a maturing person who is entitled to the most basic self-determination.

Third Speaker I have my own thoughts about that, we can use school uniforms which will give all the children a sense of equality and broke inferiority and superiority. Also, when a child wears color clothes on his or her birthday, it makes them feel special.

School uniforms do not improve attendance, academic preparedness, or exam results. no effectsof uniforms on absenteeism, and behavioral problems

Last speaker (conclusion)

We absolutely agree that high school students should wear uniforms, in our opinion school uniforms can help reduce bullying rates in schools. I also believe that they can bring a sense of equality between students. Given that school uniforms are cost-effective, I see no reason why all school students

We cannot agree with this idea, we believe that students should not have to wear uniforms. Uniforms take away our individuality. Confidence is much harder to achieve while wearing a uniform. Wearing them can get distracting during the day. Some schools say uniforms make us united

should not be wearing school uniforms as a school, but we don’t think they do anything but bother students. Simple rules instead of a uniform could easily be put in place.

c. Post Activity

After all team stated their arguments, the teachers take e debate and ask the students to continue with a general argument about the issue and asking for volunteers in each group. After each group stated their arguments, teachers conduct evaluation in the end of debate. Teachers give feedback on grammar or pronunciation problems that teachers find during debate, teachers also review material about agree and disagree expression.To encourage students’ critical thinking, teachers askone of students who are presented in debate to state why he or she supports that side of the arguments. In the end, the teachers announced the motion and the group that will perform in the class next week.

CONCLUSION, IMPLICATION, AND SUGGESTION

Based on the previous theoretical reviews and data analysis, it can be concluded on the following:

1. The process of teaching speaking for students by using World Style debate a. Pre-activity

Before the teacher conduct speaking class, the teachers making lesson plan based on curriculum 2013. From that curriculum, the teachers explore the standard competence and basic competence for making syllabus and lesson plan. The teachers also preparing the materials, the teacher selects appropriate and acceptable motion for the debate. Before the students do the debate, the teachers conduct brainstorming. Teachers introduce the topic and ask the opinions about the topic, the students can use Bahasa Indonesia in explain

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their opinion. The debate is divided into eight speeches, there are two sides in the debate; Proposition team and Opposition team, each of which is represented by two teams which consist of two members. Teachers divide students into four teams, each team consists of two students, the teachers also choose one students to be chairperson.

b. Main activity

The chairperson introduces the teams, the motion, names of the debaters, timeline and the rules of debate. The chairperson asks the participant to follows the rules of the debate and gives debaters time individually to prepare arguments supporting their side of the motion. The debaters discuss their ideas and develop reasons in support of their side of the motion, each member will deliver a substantive speech of five minutes duration. The chairperson giving each teams time to discuss between four minutes or less to prepare their teams, each team give a chance to present their position. The first speaker of the debate is prime minister of opening government, after prime minister finished her or his speaks, then the chairman calls Deputy Prime Minister of Opening Government. As soon as the opposition team presents their argument, the chairman calls a different member of the proposition team to present a second argument for the opposition side, then the chairman calls on a member of the opposition team to present second argument. After both of them explain their arguments, the chairman invite member of opposition team to give brief rebuttal to proposition’s arguments, the opposition team rebut previous opposition’s arguments, the chairman also invite proposition team to give brief rebuttal after the opposition team finish their arguments.

c. Post-activity

For this stage, the teachers have some activities which are reviewing, evaluating, and motivating. The teachers review the material by explaining and asking if the students have question, teachers also evaluating students’ understanding about the meaning of words and sentences. The last is motivating students, teachers motivating the students by saying that he or she is proud with students’ performance.

2. World Style debate can be used to improve students’ speaking competence There are many studies conducted about the implementation of debate in teaching speaking, and show that debate has positive effect for improving students’ speaking competence. World Style debate is the attractive activity for students in learning speaking skill, it can make students fell interest in learning and fun to practicing English. The students who have limited vocabulary can be helped in this activity by sharing idea with their team, the teachers should provide opportunity to the students to enrich their vocabulary by identifying as many as possible words based on the motion. The teachers could give drilling activity of difficult words in the end of debate to fix students’ pronunciation. The teachers can help the students’ comprehension by giving different expression or meaning to the students when they cannot understand the message well in debate. In controlling class condition, the teachers should organize the class and manage the time and the tasks in order to make the students who do not perform in debate pay attention to team that perform in from of class and do not make noise.

There are several implications that are relevant to the teaching English: Teaching English especially speaking skill should be arranged to create interesting and effective activities. The research findings and discussion show that World Style debate effective to help the teachers to teach speaking, it also improves students’ critical thinking and motivation. The class climate also influences the effectiveness of

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teaching learning process. So the teacher should have good management capability in class management. The use of World Style debate support the classroom activity became more effective and interesting for the students.

After the discussion, the researcher would like to give some suggestions for English teachers, students and other researchers. The suggestions are as follows; First, the teacher should selective choose the subject course in order to make debating more attractive. the teacher should explain briefly about the rule of the activity and telling the students about the scoring. Second, For other researcher, the result of this research can be used as alterrnative information for the other researchers who will conduct a research. The other researchers should continue the research which related with this research for alternative information. The researcher hopes that other studies will be more concern on the teaching method in teaching learning English especially speaking skill.

REFERENCES

Akerman, Rodie and Ian Neale. (2011). Debating the evidence: an international review of current situation and perceptions. TheEnglish Speaking Union. CfBT Education Trust.

Bayle, M. Kathleen. 2005. Practical English Language Teaching: Speaking. NewYork: McGraw-Hill.

Darby Michele. (2007). Debate: A Teaching-Learning Strategy for Developing Competence in Communication and Critical Thinking. Journal of Dental Hygiene, Vol. 81, No. 4, October 2007

Fluharty GW, Ross H (1996). Public Speaking and Other Forms of Speech Communication. New York, NY: Barnes &Nobles.

Freeley, A. J. (2000). The early years: Recollections. Argumentation and Advocacy 37(1),28-33.

Kayi H. (2006). Teaching Speaking: Activities to Promote Speaking in a Second Language. The Internet TESL Journal, Vol. XII, No. 11. Accessed on August 31 2015.

Kennedy, R. (2007). In-Class Debates: Fertile Ground for Active Learning and the Cultivation of Critical Thinking and Oral Communication Skills. International Journal of Teaching and Lea rning in Higher Education, 2, 183 190.

Meany J, Shuster K. (2002).Art, Argument,and Advocacy: Mastering Pa rliamentary Debate. New York. The International Debate Education Association.

Quinn Simon. (2009). Debating in the WorldSchools Style: A Guide. New York. International Debate Education Association.

Rao, P. (2010). Debates as a pedagogical learning technique: Empirical research with business students. Multicultural Education & Technology Journal, 4(4), 234 250.http://dx.doi.org/10.1108/17504971011087531

Thornbury Scott. (2005). How to Teach Speaking. Harlow. Longman

Vo, H. X., & Morris, R. L. (2006). Debate as a tool in teaching economics: Rationale, technique, and some evidence. Journal of Education for Business, 81(6), 315 320.http://search.proquest.com/docview/202819910?accountid=44945