THE EFFECT OF DEBATE TECHNIQUE ON GRADE XI
STUDENTS’ ACHIEVEMENT IN SPEAKING
A Thesis
Submitted to PartialFulfillment of the Requirements for the Degree of SarjanaPendidikan
By:
DAUD HAMONANGAN HASIBUAN
Registration Number: 209321038
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
Declaration
Except where appropriately acknowledge, this thesis is my own work,
has been expressed in my own words and has not previously been submited for assessment.
I understand that this paper may be screened electronically or otherwise for plagiarism.
Medan, Juni 2016
Daud Hamonangan Hasibuan
i ABSTRACT
Hasibuan,Hamonangan,Daud. Nim 209321038. “The Effect of Debate Technique on Grade XI Students’ Achievement in Speaking”. A Thesis. Faculty of Language and Arts (FBS), State University of Medan (UNIMED). 2016.
This study aims to discover the effect of debate technique on grade XI students’
speaking achievement. It was conducted by using experimental research design. The population of this research was the elepent ( XI ) grade students of MA Swasta Robitotul Istiqomah Huristak. The samples of the research were two classes which consisted of experimental and control group which were chosen by using random sampling technique. They are consist of 57 students. The experimental group was taught by using Debate Technique, while the control group was taught without using Debate Technique. After analyzing the data, it was found that the value of tobserved was 0,13 with the degree of freedom (df)=55 at the level of significance a(0,05) = 2,004. It means that tobserved was lower than ttable (0,13>2,004). The result of this study showed that Debate Technique was notsignificantly affect on students’ speaking achievement.
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ACKNOWLEDGEMENT
First of all, the writer would like to thank to the Almighty Allah SWT for His blessings, so the writer is able to accomplish her thesis as a partial fulfillment of the requirements for the degree of Sarjana Pendidikan at the English Department, Faculty of Languages and Arts (FBS) in State University of Medan (UNIMED).
During the process of writing, the writer realizes that he can’t accomplish
without support from many people. The writer would like to express him sincere gratitude to:
• Prof. Dr. Syawal Gultom, M.Pd., as Rector of State University of Medan. • Dr. Isda Pramuniati, M.Hum., as Dean Faculty of Languages and Arts.
• Prof. Dr. Hj. Sumarsih, M.Pd., as the Head of English Department, and him Thesis Reviewer.
• Nora Ronita Dewi, S.Pd.,S.S., M.Hum., as the Head of Education Program of English Department and him Thesis Reviewer.
• Prof. Dr. Sri Minda Murni, M.S., as him Thesis Supervisor
• Drs. Masa Elia Ginting, M.Hum, as him Academic Consultant and Dra. Masitowarni Siregar, M.Ed. as him Thesis Reviewer.
• Ahmad Riadi Fansuri Siregar, S.Pd I, as the Principal of MA Swasta Robitotul Istiqomah Huristak and Miss Suriati Harahap S.Pd., as the English Teacher who had helped him during the research in the school and also for Students in XI-IA 1 and XI-IA 2 class.
• The writer’s beloved parents, H. Kawi Larang Hasibuan and Hj. Hotna Sari Harahap., for their endless love, supports, motivations, and prayers during the
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• Him motivator, Juli Rachmadani Hasibuan,Raja Ali Sahbana Hasibuan, thank for their motivation and support to persue a better future live in obtaining the SI Degree.
• All class members of Extention A 2009.
• Himdear best friend, Sheila Mutia Ramud,Marissa,Eka,Hafizah,Meri,Arman. thanks for their support, suggestion, and help during the study in the English For Education Program and in finishing this thesis beside that. him close friends Kamalia Septiani Cahyani Harahapand Fanny Syafitri Siregar.And him whole life friends, Nur Jannah Hasibuan,Mayaldi Caesar Hasibuan,Yaumil Fauziah Hasibuan,Rahma Dewi Harahap,Ongku Oloan Hasibuan,Junita Efrianna Sari Harahap, who have given spesial support, love, encouragement and motivation to persue a better future live in obtaining the SI Degree.
Medan, Juni 2016 The Writer,
Daud Hamonangan Hasibuan
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LIST OF APPENDICES... vi
CHAPTER I INTRODUCTION
CHAPTER II REVIEW OF LITERATURE A. Theoretical Framework ... ... …… 5
a. Construction of Analytical exposition ... 12
b. Language feature of Analytical exposition 12 c. Generic structure of Analytical exposition 13 d. Example of Analytical exposition14 6. The meaning of Technique... 15
8. Applying Debate Technique in Speaking Class .. 23
a. Chosing a topic ... 23
b. Organizing of Debate Tehnique ... 23
c. Feedback ... 25
9. Advantagesand Disadvantages of Debate Technique ... 26
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b. Disadvantages of Debate Technique ... 27
c. Assessment of Speaking ... 27
B. Relevant study ... 30
C. Conceptual Framework ... 32
D. Hypotesis ... 32
CHAPTER III RESEARCH METHODOLOGY A. Research Desig ... 33
B. Population and Sample ... 33
1. Population ... 33
2. Sample ... 34
C. The Instrument of Collecting Data ... 34
1. Assesssment and scoring of speaking ... 34
D. Scoring System ... 36
H. Statistical Hypothesis ... 42
CHAPTER IV DATA ANALYSIS AND RESEARCH FINDING A. Data ... 43
B. Data Analysis. ... 46
1. Analyzing The Data Using T-test ... 46
2. Testing the Hypothesis ... 46
C. Research Finding. ... 47
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion... 49
B. Suggestion ... 49
REFERENCES... ... 51
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LIST OF TABLE
Table 2.1The Indicator Assessment ofSpeaking ... 28
Table 2.2Rubric for Speaking Assessment of Debate ... 30
Table 3.1Research Design ... 33
Table 3.2The Scole of Score ... 36
Table 4.1The Scenario of The Treatment for Exprimental Group.. 39
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LIST OF FIGURE
viii
LIST OF APPENDICES
Appendix AThe Score of Pre-test in Experimental class... 52
Appendix BThe Score of Post-test in Experimental Class... 53
Appendix CThe Score of Pre-test in Control Class... 54
Appendix DThe Score of Post-test in Control Class... 55
Appendix EThe Calculation of the t-test for Experimental Class... 56
Appendix FThe Calculation of the t-test for Control Class... 57
Appendix GThe Calculation of the t-table and t-observed... 58
Appendix HThe Percentage Points of the T Distribution... 60
Appendix ILesson Plan in Experimental Class... 61
Appendix JLesson Plan in Control Class... 79
Appendix KStudents’Test... 87
Appendix LStudent EvaluationTreatment... 90
Appendix M Trancript Speaking of Experimental Class ... 96
Appendix NDiary Notes... 100
CHAPTER 1
INTRODUCTION
A. The Backround 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 specch 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. Consequenly, 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 varietry 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
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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. It
has expressed concern with students’ in ability to have teamwork communication, an oral presentation skill. 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 giving argument or communicating in English. .
This case also found by the researcher when the researcher was in field
teaching practise or Program Pengalaman Lapangan (PPL) In 2012 on SMAN 1 BABALAN, Pangkalan Brandan. Most of the students of the six class (Tenth grade)
feel got any troubles of how to speaks. Speaking is not difficult if one enjoys watching other speaking, read aloud and singing are two human activities that can be classified into speaking.
So the researcher 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 the Debate Technique, students examine diffrent points of view or perspectives related to an issue. The researcher 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 researcher
would like to conduct a study on students’ speaking ability by using Debate
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B. The Problem of the Study
As related to the background of the study, the problem is formulated as follows:
“Is students’ achievement in speaking taught by using debate technique higher
than the students’ taught bylecture methhod?”
C. The Objective of the Study
The objective of this study is to investigate whether the students’ achievement
of the eleventh graders in MA Robitotul Istiqomah Padang Lawas year of academic of 2015/2016 in speakingtaught by using debate technique is higher than the students’
taught without deabte technique.
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 student’ perception toward DebateTechnique.
E. The Significance of the study
The finding of the study are expected to have both theoretrical 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.
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a. English teacher. 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
49 CHAPTER V
CONCLUSION AND SUGGESTION
This chapter provides information about the conclusion of the research, and suggestion. The discussion of each point will be presented as follows.
A. Conclusion
The Debate Technique in teaching speaking Analytical Exposition text was effective when applied in the Eleven grade of MA Swasta Robitotul
Istiqomah Based on the result of research, there was a significance difference in the achievement between students in class XI-IA 1 who were taught Analytical Exposition text through Debate Technique and students in class XI-IA2 who were
taught Analytical Exposition text without using Debate Technique. The mean score of the experimental group was higher than control group (19.32 > 14.29). It
was also proved by the result of t-test. The result of the t-test calculation also showed that t-observed value (3.12) was higher than t-table value (2.000) with α = 0.05 and df = 60. It means that Ha was accepted and Ho was rejected.
B. Suggestion
In the relation to the conclusion above, the writer points out some suggestion as following:
1) The English Teachers are suggested to apply Debate Technique in teaching
learning process, especially in teaching speaking achievement because it can help student become easier in understanding the material and they were easy
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2) Students or English learners should be brave and always want to practice in speaking English because this strategy can help students to improve their
achievement in speaking.
3) Other researchers who intend to use Debate Technique in teaching learning
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REFERENCES
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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.
Hall. D. 2011. Innovative Teaching to Exchange Critical Thinking and Communication Skills. The Internet journal. From http://ijahsp.nova.edu
Scott. S. 2005. Perception of Studdent’s Learning Critical Thinking Through Debate in Technology Classroom. The Internet TESL Journal. From
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Retrieved January 24, 2013
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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
Fromhttp://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
Fromhttp://itesl.org/Article/Jack-Interaction.html