SITI NURAENI
109014000104
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TAR
BIYAH AND TEACHERS’ TRAINING
A Skripsi
Presented to the Faculty of Tarbiyah and Teachers’ Training in Partial Fulfillment of the Requirements for the Degree of Strata-1
(Bachelor of Art) in the Department of English Education
By:
SITI NURAENI
109014000104
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
‘SYARIF HIDAYATULLAH’ S
TATE ISLAMIC UNIVERSITY JAKARTA
iv
ABSTRACT
Nuraeni, Siti (109014000104). The Effectiveness of Classroom Debate to Improve Students’ Speaking Skill (A Quasi-Experimental Study at the Eleventh Year Students of SMAN 3 South Tangerang). Skripsi, Department of English Education, Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta, 2014.
This research was aimed to see the effectiveness of classroom debate to improve students’ speaking skill. The samples were the eleventh year students of SMAN 3 South Tangerang with 28 students for each class. The students of XI IPA6 were as the control class and XI IPA5 as the experimental class. The
effectiveness of classroom debate can be seen from the students’ speaking scores.
The writer used quantitative method and quasi-experimental design as the research methodology with convenience sampling as the sampling technique. The research instrument was an oral test that used rubric of ‘The Students Oral Language Observation Matrix (SOLOM)’ to score the students’speaking skill.
The result of this research was shown by the statistical hypothesis test that found on significance level 5%, tvalue was 4.37 and ttable was 1.68 so tvalue > ttable.
Thus, the H0 was rejected and the H1 was accepted that means there was a significant difference in the main gains between the students’ speaking score tought by classroom debate and students taught without it. The implementation of classroom debate increased the students’ speaking scores so there was a positive
effect of classroom debate towards the students’ speaking skill. Classroom debate
is effective towards students’ speaking skill.
.
v
ABSTRAK
Nuraeni, Siti (109014000104). Keefektifan Debat Kelas untuk Meningkatkan Kemampuan Berbicara Siswa (Penelitian Kuasi-Experimen terhadap Siswa Kelas Sebelas SMAN 3 Tangerang Selatan). Skripsi jurusan Pendidikan Bahasa Inggris, Fakultas Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2014.
Penelitian ini bertujuan untuk melihat keefektifan debat kelas untuk meningkatkan kemampuan berbicara siswa. Sample penelitian ini adalah siswa kelas sebelas SMAN 3 Tangerang Selatan dengan jumlah 28 siswa setiap kelasnya. Siswa kelas XI IPA6 sebagai kelas kontrol dan XI IPA5 sebagai kelas eksperimen. Keefektifan debat kelas dapat dilihat dari nilai kompetensi berbicara bahasa Inggris siswa.
Penulis menggunakan metode kuantitatif dan disain kuasi-eksperimen sebagai metode penelitiannya dengan convenience sampling sebagai teknik pengambilan sample. Instrumen penelitian ini adalah tes lisan yang menggunakan rubrik The Students Oral Language Observation Matrix (SOLOM) untuk menilai kompetensi berbicara bahasa Inggris siswa.
Hasil penelitian ini ditunjukan oleh penghitungan tes hipotesis statistik dimana pada signifikasi 5%, tvalue yaitu 4.37 dan ttable yaitu 1.68 sehingga tvalue >
ttable. Oleh karena itu, H0 ditolak dan H1 diterima yang berarti bahwa terdapat perbedaan sigifikan pada pencapaian nilai kompetensi berbicara bahasa Inggris siswa yang mendapat perlakuan debat kelas dan tidak mendapat perlakuan debat kelas. Penerapan debat kelas dapat meningkatkan nilai kompetensi berbicara bahasa Inggris siswa sehingga terdapat efek positif dari debat kelas terhadap kemampuan berbicara siswa. Debat kelas terbukti efektif terhadap kemapuan berbicara siswa.
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ACKNOWLEDGEMENT
In the name of Allah, The Beneficent and The Merciful
All praises be to Allah for the blessing, the strength, and the guidance given to the writer in completion this research. peace and blessing be upon to the prophet Muhammad SAW, his family, his companion, and his adherence.
It is an honor that the writer could finally accomplish a skripsi entitled “The Effectiveness of Debate to Improve Students’ Speaking Skill (A Quasi-Experimental Study at the Eleventh Year Students of SMAN 3 South Tangerang)”. She dedicated this skripsi to her beloved parents and sisters for the eternal love, pray and support. Furthermore, the writer would particularly thank to her wonderful advisors Dr. Fahriany, M.Pd. and Zaharil Anasy, M.Hum, for the guidance, patience, knowledge, and motivation in helping the writer to accomplish this skripsi. In this occasion, the writer would like to give the deepest gratitude and salute to:
1. Dra. Nurlena Rifa’i, MA, P.hD. as the Dean of Faculty of Tarbiyah and Teachers Training Syarif Hidayatullah State Islamic University Jakarta.
2. The Head of Department of English Education, Drs. Syauki, M.Pd. and the Secretary of Department of English Education, Zaharil Anasy, M.Hum.
3. All lectures in Department of English Education for the precious knowledge, motivation, and patience during the writer’s study.
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5. Mr. Juwarso (beloved father) and Mrs. Setianingrum (beloved mother) who always pray the best, devote an everlasting love, give priceless motivation, wonderful strenght and trust to the writer. You are the reason of my life.
6. Families, especially the writer’s lovely younger sisters, Siti Amaliyah and Rizki Mubarokah, who always be the reason of the writer’s struggle. In addition, special thanks to Mr. Jarukhi, Mr. Sahuri, Mr. Suhaji, Mr. Waridin (beloved uncles), Mrs. Waimah, Mrs. Subiah (beloved grandmothers), and Mr. Kusen, Mr. Dulmuin (beloved grandfathers).
7. All of lovely friends of “C2C (Class of PBI C 2009)” in Department of English Education, thanks for sharing the lovable moments both in sadness and happiness. My special warm thanks to Arief Rahman and Viona Rosalina who have become the best friends ever.
8. The big family of UKM BAHASA-FLAT UIN Jakarta especially for the committee board of 2013-2014 who have been the second family of the writer. FLAT is one of the best parts of her life.
9. To anyone who gives contribution to the writer that cannot be mentioned one by one.
Finally the writer truly realizes that this skripsi cannot be considered as a perfect masterpiece. Therefore, it is an honor for her to get suggestion and criticism for good.
Jakarta, July 7th 2014
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TABLE OF CONTENT
APPROVAL LETTER ... i
ENDORSEMENT SHEET ... ii
CERTIFICATION OF ORIGINALITY ……….. ... iii
ABSTRACT ... iv
ACKNOWLEDGEMENT ... vi
TABLE OF CONTENT ... viii
LIST OF TABLES ... x
LIST OF FIGURES ... xi
LIST OF APPENDICES ... xii
CHAPTER I INTRODUCTION A. Background of the Study ... 1
B. Identification of the Problem ... 4
C. Limitation of the Problem ... 4
D. Formulation of the Problem ... 4
E. Objective of the Study ... 5
F. Significance of the Study ... 5
CHAPTER II THEORETICAL FRAMEWORK A. Classroom Debate... 6
1. The Understanding of Classroom Debate ... 6
2. The Objective of Classroom Debate ... 8
3. The Components of Classroom Debate ... 10
4. Format and Steps to Run Classroom Debate ... 14
5. Rules of Classroom Debate ... 17
B. Speaking ... 19
1. The Understanding of Speaking ... 20
ix
3. The Elements of Speaking ... 22
4. Teaching Speaking and Speaking Activities in the Classroom ... 23
5. Types of Speaking Test ... 25
6. Scoring Speaking Test ... 28
C. Relevant Study………. 33
D. Conceptual Framework ... 34
E. Hypothesis ... 35
CHAPTER III RESEARCH METHODOLOGY A. Place and Time of the Study... 36
B. Method and Research Design ... 36
C. The Population and Sample ... 37
D. The Research Intrument ... 37
E. The Techniques of Data Collecting ... 43
F. The Techniques of Data Analysis ... 45
CHAPTER IV RESEARCH FINDINGS A. The Data Description... 49
B. The Data Analysis ... 57
C. Discussion ... 67
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ... 71
B. Suggestion ... 72
BIBLIOGRAPHY ... 73
x
LIST OF TABLES
Table 2.1 The National Certificate Descriptive Scale ... 29
Table 2.2 The Students Oral Language Observation Matrix (SOLOM) .. 31
Table 3.1 Blueprint of the Research Instrument ... 39
Table 4.1 The Average Score of Five Speaking Components of Experimental Class ... 52
Table 4.2 The Final Score of Pre-test and Post-test of Experimental Class ... 53
Table 4.3 The Average Score of Five Speaking Components of Control Class ... 55
Table 4.4 The Final Score of Pre-test and Post-test of Control CLass .... 56
Table 4.5 The Frequency Distribution of Pre-test Score of Experimental Class ... 57
Table 4.6 The Frequency Distribution of Pre-test Score of Control Class ... 59
Table 4.7 The Frequency Distribution of Post-test Score of Experimental Class ... 60
Table 4.8 The Frequency Distribution of Post-test Score of Control Class ... 62
Table 4.9 The Normality Test of Pre-test ... 63
Table 4.10 The Normality Test of Post-test ... 64
Table 4.11 The Homogenity Test of Pre-test ... 64
Table 4.12 The Homogenity Test of Post-test ... 65
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Figure 2.2 The Format of Classrom Debate ... 15 Figure 4.1 The Diagram of Frequency Distribution of Pre-test Score for
Experimental Class ... 58 Figure 4.2 The Diagram of Frequency Distribution of Pre-test Score for
Control Class ... 59 Figure 4.3 The Diagram of Frequency Distribution of Post-test Score for
Experimental Class ... 61 Figure 4.4 The Diagram of Frequency Distribution of Post-test Score for
[image:13.612.110.526.153.596.2]xii
LIST OF APPENDICES
Appendix 1 The Students Oral Language Observation Matrix (SOLOM) .. 76
Appendix 2 The Students’ Scores ... 78
Appendix 3 The Frequency Distribution Calculation of Pre-test ... 92
Appendix 4 The Frequency Distribution Calculation of Post-test ... 96
Appendix 5 The Normality of Pre-test ... 100
Appendix 6 The Normality of Post-test ... 103
Appendix 7 The Homogenity of Pre-test ... 106
Appendix 8 The Homogenity of Post-test ... 108
Appendix 9 The Statistical Hypothesis Test Calculation ... 110
1
A.
The Background of the Study
English has become the most common foreign language used for communication among people who do not speak the same first language. According to Anderson, Maclean and Lynch that “English is now by far the most frequently used language in International conference. Increasingly, it is the only official language.”1 It means that English is important to learn because it is very needed as the medium of communication. Learning English will facilitate people to get through the world information. In order to participate in international communnities, the need of English learning has increased in many countries included in Indonesia. That is why English has been taught as a compulsory subject of education level in Indonesia
In English learning, students have to master four language skills. Those are listening, speaking, reading and writing. The four skills are important but speaking seems intuitively the most important one because speaking skill represents a real challenge to most language learners.2 Speaking skill serves the students to be able to commuicate their opinion, feeling and expression with no limitation of different native language, culture or country. Students can express themselves and learn how to follow social and cultural rules appropriate in any communicative circumstance. In addition, they can prepare themselves to gain more challange for applying better job, enrolling competitive university, or participating in international communities. By those reasons, the writer assumed that speaking is crucial for English learning.
Students like to evaluate their English ability as they see how well they improve their spoken proficiency. The condition is related to the objective of
1
Kenneth Anderson, Joan Maclean and Tony Lynch, Study Speaking A course is Spoken English for Academic Purposes (Second Edition), (Cambridge: Cambridge University Press, 2004), p. 18
2
English learning for students. The obejctives of English learning in Indonesia is based on curriculum of KTSP 2006 (Kurikulum Tingkat Satuan Pendidikan). The objective of English learning is stated on competence standard and based competence of KTSP. One of learning objectives of English subject in KTSP is to improve communicative competence including spoken communication.3 It means that speaking skill is needed to measure students’ ability for English subject. The objectives of speaking skill for senior high school can be seen at the indicators of English syllabus. Based on the English syllabus, the objectives of speaking skills are enabling students in:
1. Using and responding expressing of attitude, love, sadness, embarassment, anger.
2. Identifying and responding expressiong of annoyance. 3. Using past continous tense in extending narrative and spoof. 4. Doing monolog in narrative form.
5. Using modals auxiliaries “should” in giving suggestion. 6. Debating.4
The objectives above allow students to learn expressing of attitude, love, sadness, embarassment, anger, annoyance, functional texts in their daily conversation, and debating.
Based on the writer’s experience in teaching senior high school, the writer found that students have problem to learn English subject. Especially for speaking skill, students have problem in performing speech. Because most of students show less scores for speaking, it is important to fix the problem. The writer classified the problem into pronunciation, grammar, vocabulary, fluency, and comprehension because those are indicators of assessing speaking based on the Students Oral Language Observation Matrix (SOLOM).5 First is comprehension; Students are not able to comprehend the message clearly, even in the simple
3
Badan Standar National Pendidikan, Kurikulum, Standar isi untuk satuan Pendidikan Dasar dan Menengah, (Jakarta:2006), p.14
4
MGMP Bahasa Inggris, English Syllabus, (South Tangerang: SMAN 3 South Tangerang, 2013), pp. 1 – 19
5
English conversation. Second is fluency; Students found that their speech is halting when they speak English. They cannot handle the situation and they find hard to grope the next words to speak. Third is vocabulary; Students feel difficult to chose the correct words to express their mind because English contains many words with differerent usage. Fourth is pronunciation; Students feel difficult to pronounce many English words since English has alot of words with no clear rules to pronounce them in one kind. Fifth is grammar; Students feel difficult to use correct English grammatical rules directly when they speak. Since our first language does not have grammatical rules for different situation so it makes students feel confused to use English grammar.
After clasifying the problem, the writer looked for the solution. Based on the writer’s experience as a debater, students who joined English debate club would produce better speech and actively involved in discussion. It is because students get more practices, peers, exposures and activities that encourage them to speak up. Classroom debate trains students to have pairs in speaking, group and individual work. It allows students to form groups of two or four in which they will share the responsibility of getting the job done and doing the planning, preparation and presentation of their accumulated information as a team. Students can give the better speech when they can organize their presentation sequentially, chronologically and thematically. Through classrooom debare, students will practice to organize their speech including their comprehension, fluency, vocabulary, pronunciation and grammar around problems and solutions, causes and results, and similarities and differences.
B.
Identification of the Problem
Based on the English syllabus for eleventh year students of senior high school, the writer identified the students’ problems in speaking skill in as follows:
1. Pronunciation; Students feel difficult to produce the right pronunciation in learning some English expression such as attitude, love, anger, annoyance. 2. Grammar; Students feel difficult to use grammatical rules based on the
situations such as telling the case in narrative using simple past tense, using the right article or preposition, etc.
3. Vocabulary; Students admit that they have limits vocabulary to produce speech such as monolog in narrative form or debate with peers. Since English contains many words with differerent usage, the students should use the appropriate words to support their message.
4. Fluency; Students found that their speech is halting when they speak English. It may happen when students are telling long speech such as extending the case in narrative. They still have to grope words to speak more.
5. Comprehension; Students cannot understand the message well such as being difficult to understand the meaning of some English expression and to differ the meaning from another expression. Students also need more repetition to get the message when they communicate.
C.
Limitation of the Problem
To clarify the problem, it is necessary to make limitation of the problem. The writer limits the problem in the effectiveness of classroom debate towards students’ speaking skill. In this case, the writer focused on the areas of pronunciation, grammar, vocabulary, fluency, and comprehension that affect to speaking skill.
D.
Formulation of the Problem
The writer has formulated the problem as follow:
E.
The Objective of the Study
The objective of the study is to find out the empirical evidence whether or not classroom debate is effective to improve students’ speaking skill.
F.
The Significance of the Study
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A.
Classroom Debate
1. The Understanding of Classroom Debate
The idea of classroom debate is basically from the concept of debate competition among schools. Debate is well enough known as arguing ideas between two opposite sides. In school environment, debate is well known as an English competition among students in which the students are representatives from their schools. Debate demands students to be able to defend their opinions so it requires good ability to speak English well.
As Quinn said in his book, Debating, debating gives you the chance to meet new people and new ideas. Best of all, you have the opportunity to stand up and argue with someone in public, in a stimulating and organized dispute about real issues.1 It means that debate facilitates students to discuss their ideas and try to convince people. Debating is an important and interesting way to discuss issues facing our society. Students have to speak with some evidences and defend their opinions to win the debate. Debate allows students to know many different people with different ideas.
Another opinion comes from Mulholland that in a formal debate, a strong developed personal need and strong social preference are presented for manageable agreement and disagreement. The two are intertwined and affect the formulation of a very high proportion of speech behaviors produced in interaction.2 It means that debate has a huge amount of interaction role among people because people want a confession of ideas about agreement or diagreement. In presenting the confession, the deabaters will strongly show their characteristic of speech behaviors during interaction.
1
Simon R. Quinn, Debating, (Brisbane: International Debate Education Association, 2005) p.1
Hooley stated that debate is a course for future and an investment in our children as productive and strong world citizens. Debate is an advanced civics and political science class because the debaters must learn exactly how our governance system can help us in securing and maintaining a better life.3 It means that debate can help the students to learn how to be critical and productive citizens in society. As the goverment side, the positive team is frequently asked to advocate federal action in solving a problem. The students should give their arguments, defend their opinions, and show the evidence to support the solution given. It needs logical and critical consideration to decide in what ways they solve the problem.
Last opinion comes from Osborne. She stated that classroom debate is a particularly effective way of working toward the goals of personal development and preparation for citizenship. It helps students learn to participate in the academic conversation and in turn in the public discourse of our democratic
society as well.4 It means that debate effectively helps students to develop their
personal characteristic to be better students in the classroom and better prepared
citizens. They learn how to be respectful by giving appropriate judgements
towards around issues. This statement abviously support the previous opinion
from Hooley that debate naturally develop the students’ personal ability to be
better and strong citizens.
Based on opinions above, the writer assumes that debate is a more commmunicative interaction that involves opposite point of views and builds critical and strong characteristics. Debate can be an arguing, presenting, and defending point of view and evidence. In the form of classroom debate, it presents opportunities for students to engage and use extended chunks of language for a purpose to convincingly defend one side of an issue. Debate helps students to enrich their vocabulary through criticizing and comprehending the issues. In convicing their ideas, students need to present it fluently and grammatically
3
Diana Hooley, Speaking My Mind: The Importance of High School Debate, The English Journal, 96, 2007, pp. 18 – 19
4
correct so people can strongly believe and support their ideas. Besides that, presenting the ideas with clear pronunciation is also important to deliver the message correctly. Classroom debate helps students to develop their personal oral production and teamwork ability. If we can speak publicly and convey our ideas and thoughts coherently and passionately, we will hold a valuable tool for our public, private and future life.
2. The Objective of Classroom Debate
Some people believe in debate as training for law or politics. Actually for the vast majority of debaters, participating in debate is about training for everyday life. Debating can be the ultimate multi-task school activity since it involves research, writing, speaking, listening, and teamwork. Adapted from a journal by Kennedy, debate as an active instructional strategy is aimed to enhance learning particularly in the areas of mastering the content and active engagement, developing critical thinking skills, oral communication skills, and empathy.
a. Mastering the content and active engagement. Students learn more effectively by actively analyzing, discussing, and applying content in meaningful ways rather than by passively absorbing information. Students learn best when applying what they are learning. Teachers need to use a variety of instructional strategies since students learn in different ways. In the class, debate cultivates active engagement of students and placing the responsibility of comprehension for individual and teamwork. Debate encourages students to re-read and re-think both their own and the opposing position more intensely than is necessary to repeat lecture material. The students’ approach dramatically changes from a passive approach to an active one. Through debate, students can improve their comprehension toward the issues.
analysis, synthesis, and evaluation focus on how to think. The short-term objective of acquiring knowledge should be tempered with the long term goal of training. Critical thinking skills used in a debate include defining the problem, assessing the credibility of sources, identifying and challenging assumptions, recognizing inconsistencies, and prioritizing the relevance and salience of various points within the overall argument. These skills require more vocabulary mastery so students are encouraged to enrich their vocabulary of related issues.
c. Oral communication skills. Students with debate experience are significantly better at employing the three communication skills (analysis, delivery, and organization) utilized in this study than students without experience. Participants also must hone their listening skills in order to give effective rebuttals. There are many apparent reasons for the success of debate as a method of teaching oral communication. First, the debater has access to a trained and experienced communication professional coach in preparing their speeches. Second, each speech that he or she gives is judged by a communication professional in the forensics community. The students receive extensive criticism and feedback and are measured against established educational standards so they have to show fluent explanation, exact pronunciation and use correct grammar. Implementing classroom debate can help students to achieve over the standards.
another person’s view debate also provides opportunities for developing empathy as students give consideration to various viewpoints.5
3. Components of Classroom Debate
Classroom debate has some components. There are common components of classroom debate such as, the venue, the motion, the team members, chairperson, speaking times and time keeper, interjections, adjudication, and the audience.
[image:24.595.122.507.244.715.2]a) The venue. The venue should seat the audience. It is recommend to have two tables at the front for each of the two teams, and one for the chairperson. The timekeeper should sit next to the chairperson. The participants who become chairperson, timekeeper, adjudicators and team members should be all from the students in order to make them know different positions and jobs in classroom debate. Simple layout of classroom debate can be apparently seen in following figure.
Figure 2.1. The Physical Layout of Classroom Debate (adapted from Step by Step Guide to Debate and modified by the writer )6
5
Ruth Kennedy, In-Class Debates: Fertile Ground for Active Learning and the Cultivation of Critical Thinking and Oral Communication Skills, International Journal of Teaching and Learning in Higher Education, 19, 2007, pp. 183 – 185
6
Karen Davidson, Pat Thalheimer, and Rolf Pritchard, Guide to Introducing Speech and Debate in the Classroom, (Alberta: Alberta Debate and Speech Association, 2012), p.18
Details:
1: Teacher 2: Positive Team 3: Negative Team
4: Adjudicators (students) 5: Time keeper and Chairperson
6: Speech point 7: Audience
3
4
1 5
7 2
b) The Motion. The topic of debate called motion. Motions may also be referred as a proposition or resolution. Motions are statement that can be agreed with or disagreed with (debatable). They can be fun, interesting, local, national or international importance. The team that wins is the team that manages to persuade the adjudicators and audience that the arguments of their side are better. If the affirmative wins, we say that the motion stands. When the negative wins, we say that the motion is over-ruled. A motion should be The examples of motions are:
- This House Believe That (THBT) National Examination Should be Deleted as Graduation Standard.
- This House Would (THW) ban school uniform.
c) The Speakers. Classroom debate uses 2 speakers for each team. After being assigned the motion, the team should discuss together to prepare for debate. During their meetings, they should analyze the motion, brainstorm and divide points of arguments so the speakers must work out together as a team. Each speaker has different jobs for each stage in a classroom debate (presentation, rebuttal, response, and summary stage). The following points are the jobs of speakers in a classrom debate, adapted from Debating: Introduction for Beginners. For detail descriptions, see appendix 10.
a. Presentation
- 1st speaker of positive team: introduction, definition and interpretation, introduction of speakers (also called team split), Giving argument, reasons and evidence, summary of own case, and conclusion.
b. Rebuttal
- 2nd speaker of positive team: introduction, response the rebuttal from 1st speaker of negative team, rebuttal for 1st speaker of negative team, summary of own first speaker (optional), giving arguments, reasons, and evidence, summary of team case and conclusion.
- 2nd speaker of negative team: introduction, response for rebuttal from 2nd speaker of positive team, rebuttal for 1st or/and 2nd speaker of positive team, summary of own first speaker (optional), giving arguments, reasons, and evidence, summary of team case, and conclusion.
c. Response
- 1st speaker of positive team: give response of rebuttal from negative team, give rebuttal the 1st and 2nd speakers of negative team, rebuild the case of the team, and no new argument.
- 1st speaker of negative team: give response of rebuttal from positive team, give rebuttal the 1st and 2nd speakers of positive team, rebuild the case of the team, and no new argument.
d. Summary
- 2nd speaker of positive team: summarize the whole team case, convince the adjudicator why positive should win the debate by summarizing the debate without bringing any new argument, and no rebuttal in summary
- 2nd speaker of negative team: summarize the whole team case, convince the adjudicator why negative team should win the debate by summarizing the debate without bringing any new argument, no rebuttal in summary.
ensuring that the rules of a debate are followed. Example of chairperson’s script:
"Good evening ladies and gentlemen and welcome to today's debate. The topic for this debate is "...". For the positive this evening we have (team name) and for the negative this evening we have (team
name). Our adjudictor for this evening is (adjudicator's name)."
"The speaking times this evening will be (minimum speaking time) to (maximum speaking time). There will be a knock at (minimum speaking time) minutes [timekeeper demonstrates the knock] and a
second knock at (maximum speaking time) minutes [timekeeper demonstrates the knock]."
"I would now like to call the first speaker of the affirmative (speaker's name) to open the debate."
"I would now like to call the first speaker of the negative (speaker's name) to open the case for the negative."
[continue in a similar manner throughout the debate]
[at the end of the debate]
"I would now like to call the adjudicator (adjudicator's name) to give the decision on tonight's debate."
On behalf of the debating organization, I thank the Judges and the Timekeeper for their assistance; I congratulate all of the debaters on their performances; and I hope that all spectators enjoyed the event. I
declare this debate officially concluded
adjudicators. For an example, a time keeper says “The first speaker from positive team spent 3 minutes and 30 seconds”.
f) Interjections. We recommend to allow interjections, or floor questions. If interjections are permitted, the chairperson should make it clear that interjections should be short, sharp and to the point. Speakers are required to answer the questions immediately, with a time limit of 15 seconds. While questions may be directed specifically to a speaker, anyone in the team may answer the question. It is commonly known as POI (Point of Information) and it starts after 1 minute speech (after the time keeper knocked once).
g) Adjudication. Adjudicators keep the debate focused and give it a conclusion. It is advisable to have a panel of adjudicators with an odd number of adjudicators. At the end of the debate, a representative from the adjudication panel will give a brief description of the debate, and some valuable comments for the debaters. Before the debate starts, adjudicator usually announces the classroom debate rules to the speakers.
h) The audience. The role of the audience is to enjoy the debate. They should applaud after the debater has made a speech. They should participate as any polite audience would, applauding, laughing, and so on at appropriate times. In this classroom debate, the audiences also have to be convinced by the speakers’ arguments. In the classroom debate, the audience can be adjudicators.7
4. Format and Steps to Run Classroom Debate
To run classroom debate, teachers and students need to understand the essential steps and also the format of debate itself in order to make an effective debate between opposite teams. Below is the format of classroom debate by Leuser.
7
Figure 2.2. The Format of Classroom Debate
(This format is adapted from Classroom Debate and modified by the writer)8
The order of speaker’s shift in sequence are:
4 minutes Position Presentation – Pro (1st speaker of positive team) 4 minutes Position Presentation – Con (1st speaker of negative team)
1 minute Work Period
4 minutes Rebuttal – Pro (2nd speaker of positive team) 4 minutes Rebuttal – Con (2nd speaker of negative team)
1 minute Work Period
2 minutes Response – Pro (1st speaker of positive team) 2 minutes Response – Con (1st speaker of negative team)
1 minute Work Period
2 minutes Position Summary – Con (2nd speaker of negative team) 2 minutes Position Summary – Pro (2nd speaker of positive team)
3 minutes Tallying of Ballots/Announcement of Winner
Apparently, there are some serial steps to run a classroom debate that need to be done by the teacher.
1) Prepare guidelines and a set of rules to assist students as they prepare for the debate.
2) Include a time frame in which they have to prepare for the debate and how they are to present their material.
8
David M. Leuser, Classroom Debate, (New Hampshire: Plymouth State University, 2003), p. 14
1st Speaker of Positive Team
2nd Speaker of Positive Team
1st Speaker of Negative Team
3) Allow non-debate students to be adjudicators to help them learn how to be objective in rating their peers’ performance.
4) Determine if non-debating students will be allowed to vote.
5) Provide resources which will help students learn about debates and their structure. Consider holding a practice debate to help students understand the process.
6) Consider having students prepare brief “position papers” which also includes their reaction to the debate process and how they were able to reach consensus in their team’s arguments.
7) Select the format you plan to use: teams, individual students, all students (see format above).
8) Research controversial, news-breaking and stimulating topics to encourage dynamic and energized classroom discussion. Students are more likely to be authentic when they debate a subject to which they can relate.
9) Review the debate process previously established and ask for questions and clarifications on the day of the debate,
10)Prepare rating rubrics and distribute to adjudicators before the debate begins.
11)Begin the debate, giving students as much autonomy as possible
12)Facilitate classroom discussion and debrief the process at the end of the debate.
13)Distribute both student and instructor evaluations to the teams.
15)Debates can be video-taped for students (can be used for self-assessment, peer-assessment of the performance among students, and for teachers to give some feedback to students). 9
5. Rules of Classroom Debate
There are some rules for debaters during the classroom debate. Teachers are demanded to make clear the rules to the students before the debate. These following rules are adapted from English Debate Sonic Linguistic 2010 and considered with the terms of classroom debate.
a) Classroom debate consists of debate teams (positive and negative team), jury, chairperson, audience and time keeper.
b) The topic is called motion and it will be decided after the teams settled c) The debate will run:
- Presentation (1st speaker) : 4 minutes - Rebuttal (2nd speaker) : 4 minutes - Response (1st speaker) : 2 minutes - Summary (2nd speaker) : 2 minutes
d) The teams have to write their team members and speaker position in a paper then give it to the chairperson
e) Time keeper will catch the time of speaker and announce it after the speaker done the speech
f) The debaters have 10 minutes for case building (actually they are also already know the motion several days before the debate)
g) Any Print material, data, newspaper, books are allowed during the case building but these are not allowed to be brought with while the debaters are speaking
h) Any kind of communication tools should be turned off or in silent mode i) Debaters are not allowed to use their cell phones during the debate
j) POI (Point of Information) is allowed after 1 minute speech and it has 15 minutes length.
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k) POI is only allowed during presentation, rebuttal and response stages, by raising hands.
l) Debaters have to give response to POI given whether rejecting or accepting.
m) Note that no new information may be introduced during the summary. Doing so, may result in disqualification of the offending group.
n) Debaters are not allowed to humiliate or producing bad words in their speech.
o) The winner will be determined by voting from the audience and decision from jury.
p) Every student in the class is pleased to be cooperated to flow the debate well.
q) The debate should sportively run a friendly competition. 10
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B.
Speaking
1. The Understanding of Speaking
People produce their speech to express their ideas to build communication. Mostly by speaking, people are engaged to discuss, criticize, and other possible ways of interaction. A good speaking will bring the speaker and the listener to process the message clearly. Since speaking skill becomes that significant, this skill has been considered as one of main skills in learning English.
Louma stated that “Speaking in a foreign language is very difficult...to speak in a foreign language learners must master the sound system of the language, have almost instant access to appropriate vocabulary and be able to put words together intelligibly with minimal hesitation. In addition, they must also understand what is being said to them, and be able to respond appropriately to maintain amicable relations or to achieve their communicative goals”.11
Students have difficulties to speak English well because they have problem to achieve speaking components (comprehension, fluency, vocabulary, pronunciation, and grammar). The message cannot be achieved and the communication cannot be maintained if students make mistake in producing speech. In other words, students need to get more exposure and practices to train their speech production.
According to Brown, “Speaking is a productive skill that can be directly and empirically observed”.12
Students produce their speech to communicate. When students produce their speech, there are some points can be measured. Using some scales of assessing speaking, those points can be interpreted in the form of empirical data. Observing students’ speech can be done directly that is by face to face between the observer and the students. For additional tools, some observers use tape recorder to record students’ speech during the assessment. This recording is used to make sure whether or not the scoring is effective.
Based on some definitions above, it can be summarized that speaking is a verbal communication that involved oral production of language to share or
11
Sari Louma, Assessing Speaking, (Cambridge: Cambridge University Press, 2004). p. ix
12
express ideas, to negotiate, or establish social relationship and friendship. Speaking has particular goals and components so people can maintain the communication. Speaking can be measured empirically when the process of transferring information is effectively done.
2. The Objectives of Speaking
Speaking is the main part in which people communicate in their daily life. The main goal of speaking is definitely to express their feelings. The objectives of teaching speaking for senior high school in Indonesia are enabling students to:
a. Use and respond expressing of attitude, love, sadness, embarassment, anger.
b. Identify and respond expressiong of annoyance.
c. Use past continous tense in extending narrative and spoof. d. Do monolog in narrative form.
e. Use modals auxiliaries “should” in giving suggestion. f. Debate.13
Both the listener and the speaker need to comprehend the message clearly. To see what speaking is for, we can observe the effect of speaking towards the listeners. Wilson and Arnold said in his book that speaking has several objetives as follow:
1) Speaking to inform. People need information that they want to hear. They are fully satisfied when they understand the information. In short, the information is called informative speaking. The goal of informative speaking is in order to make the listeners understand about the topic that the listeners convey by creating perception about topic and what the knowledge that they need to know. The speakers only inform the message and let people perceive it by themselves. There are some standard peculiar things which can be categorized into informative speaking; (a) Accuracy, it is true to fact in both detail and proportion; (b) completeness, it is comprehensive enough to cover the subject promised in the specific purposed of the speech or in any
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subsection of the speech; (c) Unity, in the sense of providing knowledge that will be intelligible as a whole. The obejctive of teaching speaking in senior high school basically is enabling them to inform their idea and express their feeling as it is stated in KSTP curriculum. By means, they are able to build meaningful conversation and share knowledge.
2) Speaking to induce inquiry. The objective of this speaking is to set out the conditions within a solution must be found and to challange may be for private thought or for public discussion in the open forums that often follow such speeches. The topic is the problem found by investigation. Speaker and listeners come up with their explanation, ideas and solution to carefully solve it together. This obejctive can be like some cases that demand more investigations.
3) Speaking to reinforce beliefs and feelings. The aim of this speaking is to make the listener believe something more than ever or to feel stronger than what they feel before. With some evidence and more information, the speakers convince the listener about the exists idea. The speakers try so support the idea seems true. The speakers encourage listeners to release their doubts towards the ideas.
4) Speaking to entertain. This speaking is aimed to entertain people who listen to the speaker. The speaker who is asked to deliver an entertaining speech that should recognize and choose whether the subject and central themes are humorous or not. The speakers focus on the content of the message that entertain the listeners. This speaking can be telling some funny stories or jokes that are understood by the listeners and the speakers as well.
of the speakers. The example of this objective is promoting products to the customers so they are encouraged to buy. 14
3. The Elements of Speaking
Many students have difficulties in speaking. According to Harmer in his book “The Practice of Language Teaching” that they are many elements of speaking that must be mastered by students in order to be a good speaker suc as:
1) Connected speech. Effective speakers of English need to be able not only to produce the individual phonemes of English, but also to use fluent connected speech. In connected speech sounds are modified (assimilation), omitted (elision), added (linking r), or weakened (through contraction and and stress patterning). It is for this reason that we should involve students in activities designed specifically to improve their connected speech. 2) Expressive devices. Native of English change the pitch and stress of
particular parts of utterances, vary volume and speed, and show by other physical and non verbal means how they are feeling. The use of these devices contributes to the ability to convey meaning. They allow the extra expressions of emotion and intensity, students should be able to deploy at least some of such supra segmental features and devices in the same way if they are to be fully effective communicators.
3) Lexis and grammar. Spontaneous speech is marked by the use of number of common lexical phrases, especially in their performance of certain language function. Teachers should therefore supply variety of phrases for different functions, such as: greeting, agreeing and disagreeing.
4) Negotiation language. effective speaking benefits from the negotiatory language we use to seek clarification and to show the structure of what we are saying.15 We often need ask for clarification when we are listening to someone else talk. Speaking is not only having amount of vocabularies and knowing the grammatical structures, but also mastering all elements of
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speaking above. All messages we delivered will be acceptable by all communicants if we mastered those elements.15
4. Teaching Speaking and Speaking Activities in the Classroom
Teaching speaking is started at teaching the students how to speak in English as their foreign language, for then ask them to be able to pronounce the new language accurately. It is continued then to guide students to a point where they can begin to judge whether their soundproductions are correct or not. At this point, teacher is no longer primarily to correct, but he or she is supposed to encourage students to practice speaking the target language. Meanwhile, teacher should be able to encourage students speaking some sounds, repeating, and imitating him/her. Finally, the students are required to be used to practice and do oral language. Many of classroom speaking activities which are currently used are:
1) Acting from script. This activity encourages students to act out scenes from plays or their course books, sometimes filming the result. Students will often act out dialogues they have written themselves. This frequently involves them in coming out to the front of the class. When chooseing who should come out to the front of the class we need to be careful not to choose the shyest students fisrt. We need to work out to create the right kind of supportive atmosphere in the class. We need to give time for students time to rehearse their dialogues before they are asked to perform. 2) Communication games. Speaking activities based on games are often a
useful way of giving students valuable practice, where younger learners are involved. Games based activities can involve practice of oral strategies such as describing, predicting, simplifying, and asking for feedback. The example of games can be “just a minute”, “call my bluff”, “fishbowl”, etc. 3) Discussion. One of the reasons that discussion fail is that students are
reluctant to give an opinion in front of the whole class, particularly if they cannot think of anything to say and are not confident of the language they
15
might use to say it. Many students feel extremely expose in discussion situations. The “buzz group” is one way in which teacher can avoid such difficulties. It means that students have a chance for quick discussion in a small group before any of them are asked to speak in public. It is so usefull to reduce the level of stress. It can be used for the a whole range of discussions.
4) Debate. The opposite extreme for informal “Buzz Group” is Debate. Students prepare arguments in favor or againt various propositions, so that, when the debate starts, the panel speaker produce well-rehease writing like arguments. Debate is an activity in which opposite points of view are presented and argued. Debate can present opportunities for students to engage in using extended chunks of language for a purpose: to convincingly defend one side of an issue.
5) Prepared talks. A popular kind of activity is the prepared talk where students make a presentation on a topic of their own choice. Students should speak from notes rather than from a script. Prepared talks represent a defined and useful speaking genre, and if properly organized, can be extremely interesting for both speaker and listener.
6) Questionnaires. Questionnaires are useful because by being pre planed they ensure that both questioner and respondent have something to say each other. Depending on how tightly design they are, they may well encourage the natural use of certain receptive language pattern and thus be situated in the middle of our communication continuum. Students can design questionnaires on any topic that is appropriate. As they do so the teacher can act as a resource, helping them in the design process.
the level of the students. Every teaching and learning process can be enjoyable if teacher gives the appropriate activity based on students’ levels. Beside it the process of transferring knowledge can be done easily.16
5. Types of Speaking Test
There are several ways to test speaking skill. Brown stated on his book “Language Assessment: Principles and Classroom Practices” that testing speaking can be used some tests, as follow:
1) PhonePass Test. This type of the test elicits computer-assisted oral production over the telephone. The test taker read aloud, repeat sentences, say words and answer questions. With a downloable test sheet as a reference, test takers are directed to telephone designated number and listen for directons.
2) Directed Response Tasks. The test administrator elicits a particular grammatical form or a tranformation of a sentence. Such tasks are clearly mechanical and not communicative, but they do require minimal processing of meaning in order to produce the correct grammatical output. 3) Read-Aloud Tasks. This test is administered by selecting a passage that
incorporates test specs and by recording the test taker’s output. The scoring is relatively easy because all of the test taker’s oral production is controlled.
4) Sentence/Dialogue Completion Tasks and Oral Questionnaires. This test requires test takers to read dialogue in which one speakers’ lines have been omitted. Test takers are first given time to read through the dialogue to get its gist and to think about appropriate lines to fill in. Then as the tape, teacher or test administrator produces one part orally, the test taker responds.
5) Picture-Cued Tasks. This test requires a description from test takers. Pictures may be very simple, designed to elicit a word or a phrase, somewhat more elaborate and “busy”; or composed a series that tells a
16
story or incident. One moderately succesful picture-cued technique involves a pairing of two test takers.
6) Translation (of Limited Stretches of Discourse). This test requires test takers to translate a native language word, phrase or sentence. Conditions may vary from expecting an instant translation of an orally elicited linguistic target to allowing more thinking time before producing a translation somewaht longer text, which may optionally be offered to the test takers in written forms.
7) Question and Answer. This test may consist of one or two questions from an interviewer or they can make up a portion of a whole battery of questions and prompts in an oral interview. They can vary from simple questions. In designing such questions for test-takers, it is important to make sure that you know why you are asking the questions.
8) Giving Instructions and Directions. This test asks the test takers to engage in relatively extended stretch of discourse, to be very clear and specific, and to use appropriate discourse markers and connectors. The administrator poses the problem, and the test taker responds.
9) Paraphrasing. This test asks the test takers to read or hear a limited numbers of sentences (perhaps two or five) and produce a paraphrase of the sentence. The advantages of such tasks are that they elicit short stretches of output and perhaps tap into test takers’ ability to practice the conversational art of conciseness by reducing the output/input ratio. 10)Interview. A test taker and a test administrator sit down in a direct face to
face exchange and proceed through a protocol of questions and directives. The interview which may be tape-recorded for re-listening, is then scored on some parameters. However, this type needs much time, therefore, the interviewers have limited time to ask the interviewee. Besides it is so hard for the interviewers to talk with their students, while in the same time, they have to make an objective scoring
the situations in everyday reality as the role-play materials. Therefore, students have been usual to face the situations. Sometimes, the students are given a text which are suitable with the situation. Therefore, they can prepare themselves before they do the role-play.
12)Discussions and Conversations. This type is quite similar to role-plays, but in this type, the students are not required to take a role, they have to be themselves. They are expected to speak interactively, therefore their speaking skills can be observed. As formal assessment devices, discussions and coversations with and among students are difficult to specify and even more difficult to score. This is an integrative task and so it is advisable to give some cognizance to comprehension performance in evaluating learners.
13)Games. This test requires the test takers to play games such as “Tinkertoy”, “crossword puzzles”, etc. The benefit of this test is as formative nature and washback to the students.
14)Oral Presentations. In the academic and professional areas, it would not be uncommon to be called on to present a report, a paper, a marketing plan, a sales a idea, a design of a new product or a metho. A summary of oral assessment techniques would therefore be incomplete without some consideration of some extensive speaking tasks. Once again, the rules for the effective assessment must be invoked specify criterion, set apppropriate tasks, elicit optimal output, and establish practical, reliable scoring procedures. For oral presentation, a checklist or grid used a common means of scoring or evaluation. The test in this research was oral presentation. The test was done as the pre-test and post-test and used to score the students speaking skill.
15)Picture-Cued Story-Telling. This test requires the test taker to talk about a series of pictures with longer story. The objective of eliciting narrative discourse need to be clear about what you are hoping to assess.
longer and with different genre. The objectives in assigning such a task vary from listening comprehension to production of oral discourse features.
17)Translation (of Extended Prose). This test requires test taker to translate longer text. The text could come in many forms such as synopsis, dialogues , etc. The advantages is in the control of the content, vocabulary or grammatical features.17
6. Scoring Speaking Test
Speaking is a productive skill which has subjective judgement. The judgement of speaking is a crucial thing; however, it doesn’t mean speaking test cannot be measured in correct ways. Therefore, normally in assessing speaking, it requires two or more teacher to avoid invalid scoring. There are two main ways in scoring speaking scales; holistic scoring and analytic scoring.
1) Holistic Scoring. The scale provides descriptions of ability at a number of different levels. These levels are provided on a single scale, which is divided into bands or levels labelled in various ways, for example from „needs improvement’ to „good’ to „outstanding’, or from „Level 1’, to „Level 5’. Holistic scales can be constructed from curriculum or theory based definitions of language ability. Holistic scoring has advantage of being quicker, it is suitable for normal speaking test.18 The attention is focused on certain aspects of the performance, and this can guide them to know what is salient or important for a successful performance. It shown an overall impression of a testee’s skill in one score which is used in rating scale, the raters may be asked to pay attention to overall impression only. Table 2.1 gives an example of a holistic rating scale.
17
Brown, op cit., pp. 144-182
18
Table 2.1. The National Certificate Descriptive Scale (Adapted from Assessing Speaking)19
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Speaks fluently with few if any non-native features, such as a foreign accent. Is capable of expressing even subtle nuances of meaning with precision, and also makes varied and appropriate use of idiomatic expressions. Is able to describe even a complicated topic and to include sub-themes in the description, to develop different viewpoints and to bring the presentation to an appropriate conclusion.
5
Speaks fluently without frequent obvious need to search for an expression. Delivery characterized by naturalness, coherence and appropriate length. Is able to present a clear and detailed description of even a complex topic. Can use idiomatic expressions and everyday expressions, and is able to express nuances fairly well.
4
Copes fairly well even in less familiar speech situations. Makes a distinction between formal and informal registers, at least to some extent. Is able to present and justify an opinion comprehensibly. Is able to talk about and describe sights, sounds and experiences. Is obliged only rarely to use circumlocutions in everyday communication because of inadequate language proficiency.
3
Copes with the most familiar speech situations and is able to take the initiative in every day language-use situations. Speech may be quite slow but there are few unnatural pauses. Is comprehensible despite transferring native or foreign language structures and vocabulary to the target language. Pronunciation may clearly deviate from target language standards.
19
2
Copes with routine speaking situations that require a simple exchange of information. Nevertheless, the speaker’s language proficiency considerably restricts the range of matters that can be dealt with. Successful communication of a message presupposes that the interlocutor is willing to help the speaker in forming the message. Pronunciation may deviate clearly from the target language norm, thus requiring special effort from the interlocutor and impeding successful communication.
1
Is able to ask and reply to simple questions dealing with immediate everyday needs. Can make use of simple polite forms. Copes with the very simplest speaking tasks, but communication is slow and very fragmented. Often obliged to resort to nonverbal means in order to be understood.
2) Analytic Scoring. This type of scoring takes longer but forces the testers to take a kind of factors. If those factors are well chosen, is probably both fairer and more reliable.20 Analytic scoring contains a number of criteria, usually 3-5, each of which has descriptors at the different levels of the scales. Analytic rating scales splits up the specified criteria so that markers make a decision about the level of performance on each dimension (or criterion) and then come up with a final score, single composite or profile, by checking across the overall pattern of levels achieved. Grammar, vocabulary, pronunciation and other features of language can be assessed through analytic scales. Analytic criteria are considered to help teachers and assessors to be less subjective and less prone to variability in their marking than holistic criteria. They take more time to complete than global scales, but they provide clear guidance to markers on what they are looking for. In addition, analytic scales have been found to be more useful in rater training. An example of analytic rating scale, designed to score oral proficiency, is presented in table 2.2 below.
20
Table 2.2. The Students Oral Language Observation Matrix (SOLOM) (Adapted from Students Oral Language Observation Matrix)21
Students Name : City :
Grade : State :
School : Rated by :
Language Observed : Date :
. Level 1 Level 2 Level 3 Level 4 Level 5
Com p rh en sion Cannot understand even simple conversation. Has great difficulty following what is said. can comprehend only “socal conversation ”spoken slowly and with frequent repittition. Understand most of what is said at slower-than-normal speed with repetition. Understands nearly everything at normal speed. Although occasional repetition may be necessary. Understand everyday conversatio n and normal classroom discussions without difficulty. Flu en cy
Speech is so halting and fragmentary as to make conversation virtually impossible. Usually hesiatant; often forced into silence by languge limitations. Speech in everyday communicati on and classroom dicussion is frequently disrupted by the student’s search for the correct manner of expression. Speech in everyday communicat ion and classroom discussion in generally fluent, with occasional lapses while the students searches for the correct manner of expression Speech in everyday conversatio n and in classroom discussion is fluent and effortless approximati ng that of a native speaker.
21
Level 1 Level 2 Level 3 Level 4 Level 5 Voc ab u lary Vocabulary limitations so extreme as to make conversation virtually impossible. Misuse of words and very limited vocabulary make comprehensi on quite difficult. Frequently uses the wrong words conversation somewhat limited because of inadequte vocabulary. Occasionall y uses inappropriat e terms or must rephrase ideas because of inadequate vocabulary. Use of Vocabulary and idioms approximat es that of a native speaker. Pr on u n ciation Pronunciation problem so severe as to make speech virtually unintelligible.
Very hard to understand because pronunciatio n problem, must frequently be asked to repeat in order to be understood.
C.
Relevant Study
The first relevant study selected by the writer was written by Richa Rubiati from IAIN Walisongo Semarang University with the title “Improving Students’ Speaking Ability through Debate Technique”. This research was aimed to describe the implementation of debate technique to improve students’ speaking skill and to identify how much students’ speaking skill improvement after being taught by using debate technique at the first semester students of English Language Teaching Department Tarbiyah Faculty at IAIN Walisongo Semarang in the academic year of 2010/2011. This research used classroom action research as the research methodology. The result stated that the implementation of debate in teaching speaking was successful because the students’ mean score was increased and students have a lot of opportunity to practice speaking in speaking class. The researcher concluded that debate is an appropriate technique used in teaching speaking.22
The second relevant study was from Uswatun Hasanah from STAIN Salatiga by the title “The Impelementation of Debate Technique to Improve the Students’ Speaking Skill”. The objective of this research is to describe the implementation of debate technique in speaking class and to measure the improvement of students’ speaking skill after implementation debate technique the second class of MTs SA Miftahul Huda. The reseach methodology was classroom action research. The result of this research showed that there is improvement of speaking competence in pronunciation, vocabulary and more confident that can be seen from the result of mean in all four cycles from pre-test and post test. the researcher concluded that debate technique is good to improve students’ speaking skill.23
Those two researches had similarity and difference with this research. For the similarities, they had the same variables that were debate and students’ speaking skill. However, the two researches also had differences. Firts, the two
22
Richa Rubiati, Improving Students’ Speaking Ability through Debate Technique, (Semarang: IAIN Walisongo Semarang, 2010) pp. 24 – 44
23 Uswatun Hasanah, The Impelementation of Debate Technique to Improve the Students’’
researches used classroom action research as the methodology while this research used quasi experimental research. second, the objective of the two researches were to describe the implementation of debate technique towards students’ speaking skill and to identify how much students’ speaking skill improvement after being taught by using debate technique. Meanwhile, this research was aimed to see the effectiveness of classroom debate towards students’ speaking skill. The last difference was the the sample of reseach were different to this research. This research used an oral test namely The Students Oral Language Observation Matrix (SOLOM) to gain the data of students’ speaking score. The final scores will be analyzed using t-test to find whether or not classroom debate is effective to towards students’ speaking skill.
D.
Conceptual Framework
Finally, passive classroom debate may affect stud
