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USING CRITICAL DEBATE TECHNIQUE TO IMPROVE
STUDENTS’ SPEAKING ABILITY
(A Classroom Action Research in the Eleventh Grader of SMA Negeri 1 Sakra Lombok Timur in Academic Year of 2010/2011)
THESIS
Written to Fullfill One of Requirements of Graduate Degree of English Education
BY
JUNAIDI NIM : S890809109
ENGLISH EDUCATION DEPARTEMENTS
GRADUATE SCHOOL
SEBELAS MARET UNIVERSITY
SURAKARTA
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APPROVAL
This thesis has been approved by the Consultants and the Head of English Education of
Graduate School of Sebelas Maret University Surakarta on……….
First Consultant
Prof. Dr. H. Joko Nurkamto, M. Pd. NIP. 19610124 198702 1 001
Second Consultant
Drs. Gunarso Susilohadi, M.Ed TESOL NIP. 19540315 198503 1 002
The Head of English Education of Graduate School
Dr. Ngadiso, M. Pd NIP. 19621212311988031009
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This thesis has been examined by the Board of Thesis Examiners of English
Education Department of Graduate School of Sebelas Maret University, Surakarta.
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iv
MOTTO
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DEDICATION
This thesis is dedicated to:
My Parents, Wife,
honey Iwan andIcha,
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ABSTRACT
JUNAIDI, S89809109 Using Critical Debate Technique to Improve the Students’ Speaking Ability of the Eleventh grade of SMAN 1 Sakra, Lombok Timur. First Consultant: Prof. Dr. H. Joko Nurkamto, M.Pd. Second Consultant: Drs. Gunarso Susilohadi, M.Ed. TESOL. Thesis: Surakarta. English Education Departement, Graduate School, Sebelas Maret University, 2011.
The objective of the research is to examine whether or not Critical Debate Technique can develop the speaking ability of the second year students of SMAN 1 Sakra, besides that, the researcher is aimed at knowing the teaching-learning progress when Critical Debate Technique is applied at the second year students of SMAN 1 Sakra.
The research was conducted at SMAN 1 Sakra located in Lombok Timur-NTB, from January to April 2011. The subject of the research was the second year of SMAN 1 Sakra, academic year 2010/2011, exactly the science program-consisting 31 students-21 female students and 10 male ones. There were two kinds of data in the research-the quantitative data and the qualitative one-which were obtained from respondent, the event, and document. The quantitative data were collected by using test and document analysis, while the qualitative data were collected by using observation, interview, questionnaire, and document analysis. The quantitative data were analyzed by using descriptive statistic, while the qualitative data were analyzed by using constant comparative method suggested by Hopkins (1993: 149).
The finding proves that the research on developing speaking ability using Critical Debate Technique at second year students of SMAN 1 Sakra is successful viewed from several dimensions. First, Critical Debate Technique can improve the students’ speaking ability, second, Critical Debate Technique can improve the students’ involvement in learning teaching process, third, Critical Debate Technique may also build appreciation for diversity and develop tolerance for other viewpoints, fourth Critical Debate techniques can raise the motivation and interest, fifth, Critical Debate Technique can establish the psychological therapy, sixth, Critical Debate Technique can promote critical thinking.
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AKNOWLEDGEMENT
The researcher realized that the accomplishment of this thesis would not have run well without any help from the two of my consultants and from the others. Therefore, the researcher would like to give his sincerest gratitude and appreciation to: 1. The director of Graduate School of Sebelas Maret University for his permission to
conduct the research.
2. Dr. Ngadiso, M. Pd, as the Head of English Departement Graduate of School of Sebelas Maret University who always guides and motivates the researcher to conduct this research well.
3. Prof. Dr. H. Joko Nurkamto, M.Pd. and Drs. Gunarso Susilohadi, M.Ed. TESOL as the first and second consultants who have encouraged and guided the researcher in planning, conducting the research, and finishing this thesis.
4. The Head Master of SMAN1 Sakra for his permission to conduct this research in his school.
5. The collaborator, Wardatul Jannah who helped the researcher to conduct this research.
6. The beloved wife, mother, brother, sister, and his honey Iwan , and Icha who always help and pray for the researcher to get successful.
This thesis is still too far from being perfect; therefore the researcher expects criticism and suggestions from the readers and users in order to make improvement to this thesis. However, the researcher hopes that this thesis can be useful for anybody who wants to read it.
Surakarta, May 18th 2011
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TABLE OF CONTENTS
TITLE………. i
APPROVAL ……….. ii
LIGITIMATION FROM THE BOARD OF EXAMINERS……….. iii
MOTTO ……….. iv
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d. The Advantages and Disadvantages of Critical Debate . 48 B. Rationale ... 51
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION A. Research finding ... 67
1. Introduction ... 67
2. The Implementation of the reseach ... 71
a. Cycle 1 ... 71
1) Planning ... 72
2) Acting ... 72
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B. Discussion ………. 146
1. The Improvement in Speaking Ability……… 147
2. The Improvement on the Students’ Involvement in Learning teaching Process ………. . 150
3. The improvement on appreciation for divercity and develop tolerance for other viewpoints ………….. ... 151
4. The Increase on The Motivation and Interest ……… 152
5. The Establishment on the Psychological Therapy ……… ... 153
6. The improvement on students’ ability to promote critical thinking ……… 154
CHAPTER V CONCLUSSION, IMPLICATION, AND RECOMMENDATION A. Conclusion ... 156
B. Implication ... 159
C. Recommendation ……….. 159
BIBLIOGRAPHY ... 162
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CHAPTER I
INTRODUCTION
A. Background of the Study
Speaking is one of the four skills that need to be mastered by everyone because by speaking, one is able to convey meaning, express feeling, give
opinion, etc. According to Thornburry (2005: 8) speaking is a speech production that becomes a part of daily activities which involves interaction. It means that if one is able to communicate well she or he will be able to interact with the society, go to many places without having any obstacles, work in any work field because speaking is of key to pass the interview test, etc.
Furthermore, O’Malley and Pierce (1996: 11) state that speaking seems to be an important skill that a learner should acquire. They add that speaking skill is very important to enable students to communicate effectively through oral
language, because disability of the students to speak may result in the inability to express their ideas even in a simple form conversation. In line with O’Malley, Pierce and Kayi (2006: 1) state that the teaching of speaking is very important part of second language learning because it is clearly and efficiently contributes to the success of the learners in school and success in their life. Thus, it is essential that language teachers pay great attention to the teaching of speaking. Since speaking is very important the government emphasizes speaking to be taught at school.
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informal in form of recount, narrative, procedure, descriptive, news items, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, and review in daily life. It is hoped that the students are able to speak and tell a story in English, to produce the English speech sound, to select appropriate words and sentences according to social setting, to organize their thoughts in meaningful and logical sequence, to use the language quickly and confidently However, the fact shows that many students are not able to show their speaking ability.
In the classroom during the teaching and learning process the students are passive, they just listen to the teacher explaining the material without understanding the meaning and they just keep silent without any response when the teacher asked them questions or when their friends were having conversation. Bisedes that, they can hardly use English for communication even in the simple form, they always use their mother tongue for communication. They are not able to produce English word correctly and arrange English sentence even in simple sentence that make them cannot produce the language correctly, etc.
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the average score of the students in content, organization, grammar, pronunciation, and fluency which were low as shown in table 1. Those low speaking aspects automatically affect the students’ speaking ability.
Table 1: The Average Score of Speaking Aspects
No Aspect Average
Based on the result above, it is true that students’ speaking skill in SMAN 1 Sakra is still considered as the most difficult skill because the skill contains a complex substance such as pronunciation, structure, discourse, and the social context of culture and situation. Those problems may come from the students itself and from the outside of the students. The factor that come from the students cause the students have low speaking ability are passive, less motivated, less
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suruh ke depan menyampaikan ungkapan atau pendapat yang berhubung dengan topic sangat lah sulit dan takut salah, lagi pula kurang berlatih disekolah maupun dirumah”. (Friday, 20 February 2011).
From the data above, it is indentified that the student with the data source S10 is less understand because of lack vocabulary, difficult to pronounce English words, afraid of making mistake and rarely practice at school or at home.
Similar problems - less confident, afraid of making mistake and miss understand, nervous, and has poor vocabulary are also faced by student with the data source S15. She wants to have speaking activity in a team because it will be more comfortable and the students will be able to help each other as the researcher quoted below;
“Setiap saya maju kedepan, saya kurang percaya diri, saya merasa takut salah berbicara dalam Bahasa Inggris, gemetaran dan sangat kaku, untuk menghadapi semua ini saya lebih suka belajar berkelompok atau tim, untuk menghilangkan rasa malu”. (Friday, 20 February 2011).
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Pertaining to the students’ problems being faced, there are many factors causing their difficulties in achieving speaking competence, based on the result of interview that the researcher got from the teacher informally, the causes are stated specifically as follows.
Firstly in teaching speaking, the teacher tended to teach text comprehension monotonously. For example, when the teacher taught a certain topic, he or she just explained the expressions related to the topic while the students listened to the teacher’s explanation, and took notes, or even for sometimes took a nap. Then, she/he asked the students to look at the structure of the dialogue which had been stated in the book to read together after her. After that she/he asked some of them to practice the dialogue in front of the class in pairs. She/he asked them to answer the comprehensive questions dealing with the topic in written. The teacher would feel satisfied if the students could answer the questions correctly. The weaknesses of what the teacher did were as follows; the students did not have more enough rehearsal time to practice or to express their own ideas so that they could not interact one to each other in English simultaneously. They also tended to be shy, nervous, doubt, inferior, and afraid to make mistakes because they seldom used their own English to communicate with others. Besides, they did not have creative and innovative activity.
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Thirdly, there was no specially allocated time to evaluate the students’ speaking skill at the end of semester or final exam. This caused the teacher tend to ignore the teaching of speaking communicatively. The marks of speaking skill were taken from the teacher’s daily observation.
Fourthly, the teacher still taught the students with routine activities without realizing that it would make the students bored and lost their attention to the teaching learning process. As a result, the students were not able to catch the material easily because of their lost interest and participation. This is in line with statement of Douglas in Suharno (2006: 6)”Routine activities in learning can make the students bored. As result, their motivation and participation in learning will decrease”.
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not facilitated by the school. School does not have sufficient source of material for learning to speak. Based on the problems and the causes above, the researcher proposes Critical Debate Techique as a solution to develop the speaking ability of the second year students of SMAN 1 Sakra.
According to Barkley, et al. (2005: 4) collaborative learning is the process of students in which they work in pairs or small groups to achieve shared learning goals. In further explanation they say clearly:
“To collaborate is to work with another or others. In practice, collaborative learning has come to mean students working in pairs or small groups to achieve shared goals. It is learning through group work rather than learning by working alone. There are other terms for this kind of activity, such as cooperative learning, team learning, group learning, or peer-assisted learning. In this case, however, we use the phrase collaborative learning to refer to learning activities expressly designed for and carried out through pairs or small interactive groups”.
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Critical Debate Technique has great contribution in speaking since it is a task-based. It encourages the students to practice their English in real communication. By using Critical Debate Technique, it can activate the students’ speaking class, improve the students’ achievement-speaking ability such as to produce the English speech sounds and sound pattern, to select appropriate words and sentences according to the proper social setting, to organize their thoughts in meaningful and logical sequence, to use the language quickly and cofidently with few unnatural pauses which are called as fluency and to overcome the problem face in learning teaching process.
B. Problem Formulation
Based on the background of the study, the writer would like to know whether the use of “Critical Debate Technique” in teaching speaking skill can improve the students’ English speaking ability. The problem can be formulated as follows:
1. To what extent is the use of critical debate technique in improving the students’ speaking ability in learning English?
2. What happens to the students when the critical debate technique is applied?
C. The Objectives of the Study
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ability. However, the writer wants to elaborate the objectives of the study as follows:
First, the objectives of this study are intended to know the extent of critical debate in teaching English improves the students’ speaking ability at the eleventh grade of SMAN 1 Sakra Lombok Timur NTB. Second, this study is expected to know the progress that may appear in using Critical Debate.
D. The Benefits of the Study
This study is hoped to be beneficial:
1. To motivate and encourage the students in speaking class because they can work together with many friends in their team and can express their ideas without beeing nervourse, afraid, shy, and of course they will be more confident to speak and express their idea.
2. Provide contribution for the English teacher to apply another technique dealing with the teaching-learning process, especially in teaching speaking. By considering this study they will not use the monotonous technique.
3. Provide useful information to conduct further studies for other researchers. 4. Enlarge the writer’s knowledge about the advantages and disadvantages of
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter consists of the following sections; theoretical description, rationale, and action hypothesis. Meanwhile, the theoretical description presents some discussions which are related to the present study. It covers the explanation about speaking skill and critical debate.
A.Theoretical Description
1. Speaking Ability
a. The Meaning of Speaking Ability
The term of ability in this study refers to the competence stated by
Chomsky in Brumfit and Johnson (1988: 13). He defines it as the speaker-hearer’s knowledge of his language. It is seen as overall underlying linguistic knowledge and ability thus includes concepts of appropriateness and acceptability. The study of competence will inevitably entail consideration of such variable as attitude, motivation, and a number of socio-cultural factors. While in the curriculum 2004, competence is defined as knowledge, skill, behavior, and values which accustom to be applied in habitual though and action. It is the person’s ability, power, authority, skill, knowledge, etc (to do what is needed).
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developed to sharpen the students’ awareness on the activity and assess their own progress performance. When those awareness and feedback activities done gradually, automatic conversation becomes accustomed; speaking ability, in this case, conversation skill, needs gradual practice-controlled, awareness, and finally fluency conversation.
Klippel (1999: xii) strengthens the statement. He says that foreign language teaching should help students achieve some kinds of communication occurs naturally have to be taken advantage of and many more suitable ones have to be created. A student is said to have speaking ability when he is able to
converse-to exchange thought and opinion in speech. In fact, there are many kinds of conversation, but the relevance among others: give and receive information, collaboration in doing something, and share personal experiences and opinions with a view to building social relationships. Those define that a student needs to perform gradual and varied conversation in the course of learning the language patterns to gain the speaking ability.
Rivers in Richards and Renandya (2002: 208) states that the functions of spoken language are interactional and transactional. The primary intention of the former is to maintain social relationships, whereas that of the latter is to convey information and ideas. In fact, much of our daily communication remains
interactional. Being able to interact in a language is essential. Therefore, language instructors should provide learners with opportunities for meaningful
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as the key to teaching language for communication because” communication derives essentially from interaction”.
Communication in the classroom is embedded in meaning-focused activity. This requires teachers to tell their instruction carefully to the needs of learners and teach them how to listen to others, how to talk with others, and how to negotiate meaning in a shared context. Out of interaction, learners will learn how to communicate verbally and nonverbally as their language store and
language skills develop. Consequently, the give- and –take exchanges of messages will enable them to create discourse that conveys their intentions in real-life communication.
Speaking is “the process of building and sharing meaning through the use of verbal and non verbal symbols, in a variety of contexts” (Chaney, 1998: 13). Kayi said what is meant by “teaching speaking is to teach ESL learners to (1) produce the English speech sounds and sounds patterns; (2) use word and sentence stress, intonation patterns and the rhythm of the second language; (3) select appropriate words according to the proper social setting, audience, situation and subject matter ; (4) organize their thoughts in a meaningful and logical sentence; (5) use language as means of expressing values and judgments; and (6) use the language quickly and confidently with few unnatural pauses, which are called as fluency ( Nunan, in Kayi, 2007: 1 ).
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communication, it will give students more opportunity to communicate each other using the second language. Teacher should be able to create a classroom
environment where students have real-life communication, authentic activities, and meaningful task that promote oral language. This can occur when students collaborative in groups to achieve a goal or to complete a task. Teacher should emphasize the development of oral communication in teaching English as been stated by Nunan (1989: 32). It should be about: (1) the ability to articulate phonological feactures of the language comprehensively; (2) mastery of stress, rhythm, and intonation pattern; (3) an acceptable degree of fluency; (4)
transactional and interpersonal skill; (5) skills in taking short and long speaking turns; (6) skill in negotiating meaning; (7) conversationl listening skills
(successful conversation require good listeners as well as good speakers); (8) skill in knowing about negotiating purposes for conversation; and (9) using
appropriate conversational formulate and fillers.
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The term speaking has several meanings. Widdowson in Suharno (2006: 12) says that speaking has two meanings. First, it refers to the manner in which language is manifested. Second, it refers to manner in which language is realized as communication. In addition, speaking is an interactive process of constructing meaning that involves producing, receiving and processing information (Joyce & Burns, 1999: 2). In speaking, one needs to know how to articulate the sound in a comprehensible manner and needs an adequate vocabulary. One also needs to have mastery of syntax. These various elements add up to linguistic competence.
In line with the above statement, Bailey, Keith, and Morrow (1981) say that speaking ability is an activity to produce utterances in oral communication. This activity involves two or more people in which the participants are both speaker and hearer have to react to what they hear and make their contribution at high speech, so that each participant has an intention or a set of intention that he/she to. Hymes in Nunan (1999: 226) proposes the concept of communicative competence as an alternative to Chomsky’s linguistic competence, a range of other sociolinguistics and conversational skills that enable the speaker to know how to say what to whom, and whesn.
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Speaking is one of the four language skills. There are three other skills are listening, reading, and writing. Speaking is closely related to listening and writing, while speaking is related to listening because both use oral media. It is also related to writing because both are productive process. Khamkhien (2010: 184) says that speaking, as a productive skill, seems intuitively the most important of all the four language skills because it can distinctly show the correctness and language errors that a language learners makes. Since English speaking tests, in general, aim to evaluate how the learners express their improvement and success in pronunciation and communication, several aspects, especially speaking test formats and
pronunciation need to be considered.
Lexically, speaking means a creative process; an active interaction between speaker and listener that involves thought and emotion (Underwood, 1997: 11). From this definition, it is clear that speaking activity can be taken place when there is more than one person: speaker and listener. The most common thing is that speaking includes other people both individually or group as the speaker and listener. Both get along each other as the speaker and the listener.
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b. Types of Speaking Activity
According to Brown (2004: 141) there are five types of speaking activities as follows:
1) Imitative
At one end of continuum of types of speaking performance is the ability to simply parrot back (imitate) a word or phrase or possibly a sentence. While this is purely phonetic level of oral production, a number of prosodic, lexical and
grammatical properties of language may be included in the criterion performance. We are interested only in what is traditionally labeled “pronunciation”; no
inferences are made about the test taker’s ability or to understand or convey the meaning or to participate in an interactive conversation.
2) Intensive.
A second type of speaking frequently employed in assessment context is the production of short stretch of oral language designed to demonstrate
competence in narrow band of grammatical, phrasal, lexical, or phonological relationships ( such as prosodic elements – intonation, stress, rhythm, juncture). The speaker must be aware of semantic properties in order to be able respond, but interaction with the interlocutor or test administrator is minimal at best. Example of intensive assessment include direct respond task, reading aloud, sentence and dialogue completion; limited picture – cued tasks including a simple sequences; and translation up to the simple sentence level.
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Responsive assessment tasks include interaction and test comprehension but at the somewhat limited level of very short conversation, standard greeting, and small talk, simple request and comments, and the like. The stimulus is always a spoken prompt (in order to preserve authenticity) with perhaps only one or two follow – up questions or reports:
4) Interactive.
The difference between responsive and interactive speaking is in the length and complexity of the interaction, which sometimes includes multiple exchanges and/or multiple participants. Interaction can take two forms of
transactional language, which have the purpose of maintaining social relationship. In the interpersonal exchanges, oral production can become pragmatically
complex with the need to speak in causal register the use colloquial language, ellipses, slang, humor and other sociolinguistics conversations.
5) Extensive (monologue).
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c. Micro and Macro Skills of Speaking
Brown (2004: 142) explains that a list of speaking skill can be drawn up for the purpose to serve as a taxonomy of skills from which we will select one or several that will become the objective(s) of an assessment task. The micro and macro- skills total roughly 16 objectives to asses in speaking are described. The micro-skills, to producing the smaller chunks of language such as phonemes, morphemes, words, collocations, fluency and phrasal units. The macro-skills imply the speaker’s focus on the larger elements: accuracy, discourse, style, cohesion, nonverbal communication, and strategic option as follows:
1) Micro-skills
a) Producing difference among English phonemes and allophonic variant. b) Producing chunks of language of deferent length.
c. Producing English stress patterns, words in stressed and unstressed positions, hythmic structure and intonation contours.
d) Producing reduced forms of words and phrases.
e) Using an adequate number of lexical units (words) to accomplish pragmatic purposes.
f) Producing fluent speech at different rates of delivery.
g) Monitoring one’s own oral productions and use various strategic devices-pause, fillers, self-corrections, backtracking-to enhance the clarity of the massage.
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i) Producing speech in natural constituents: in appropriate phrases, pause groups, breathe groups, and sentence constituents.
j) Expressing a particular meaning in different grammatical form. k) Using cohesive devices in spoken discourse
2) Macro- skills
a) Accomplishing appropriately communicative function according to situations, participants, and goals.
b) Using appropriate styles, registers, implicative, redundancies, pragmatic conventions, conversation rules, floor keeping and- yielding, interrupting, and other sociolinguistics features in face to face conversations.
c) Conveying links and connections between events and communicating such relations as focal and peripheral ideas, events and feelings, new information and given information, generalization and exemplification.
d) Conveying facial features, kinesics, body language, and other nonverbal cues along with verbal language.
e) Developing and using a battery of speaking strategies, such as emphasizing key words, rephrasing, providing a context for interpreting the meaning of words, appealing for help, and accurately assessing how well your interlocutor is understanding you.
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Referring to the above elaboration, in assessing speaking skill the
researcher has to pay close attention to two main skills as essential substances of speaking skill namely micro-skill and macro-skill. The micro-skill is concerned to produce the smaller chunks of language such as phonemes, morphemes, words, collocations, fluency and phrasal units. While, the macro-skill implies the speaker’s focus on the larger elements such as accuracy, discourse, style, cohesion, nonverbal communication, and strategic option.
Based on the theories above, it can be concluded that speaking is one of language skill in which it is an activity to express or communicate opinions, thoughts, and ideas orally involving two or more people. The aspects of speaking skill are content, organization, grammar, pronunciation, and fluency. The
indicators of those aspects are as follows: (1) content, to understand everything without difficulty; ( 2) organization, to use language in the term of well-designed; (3) grammar, to make few noticeable errors of grammar or word orders; (4) pronunciation: to have standard of English accent; (5) fluency, to have fluent speech without hesitation.
d. Factors Influencing the Students’ Speaking Ability
According to Richards and Reynanda (in
commit to user 1. Age or maturational constraints
Age is one of the most commonly cited determinant factors of success or failure in foreign language learning. Several experts such as Krashen and
Scarcella argue that learners who begin learning a second language in early childhood through natural exposure achieve higher proficiency than those
beginning as adults. Many adults fail to reach native-like proficiency in a second language. Their progress seems to level off at certain stage. This fact shows that the aging process itself may affect or limit adult learners ability to pronounce the target language fluently with native-like pronunciation.
2. Aural medium
The central role of listening comprehension in foreign language acquisition process in now largely accepted. It means that Listening plays an extremely important role in the development of speaking abilities. Speaking feeds listening, this precedes it. So, speaking is closely related to or interwoven with listening which is the basic mechanism through which the rules of language are internalized.
3. Socio-cultural factors
Many cultural characteristics of a language also affect foreign language learning. From a pragmatic perspective, language is a form of social action
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language has its own rules of usage as to when, how, and what degree a speaker may impose a given verbal behavior of their conversational partner.
In addition, oral communication involves a very powerful nonverbal communication system which sometimes contradicts the messages provided through the verbal listening channel. Because of a lack of familiarly with
nonverbal communication system of target language, EFL learners usually do not know how to pick up nonverbal cues. So, it is an important point to understand the socio-cultural factor as another aspect that great affects oral communication. 4. Affective factors
The affective side of the learners is probably one of the most important influences on language learning emotions besides self-esteem, empathy, anxiety, attitude and motivation. Foreign language learning is a complex task that is susceptible to human anxiety which is associated with feeling of uneasiness, frustration, self-doubt and apprehension. Speaking a foreign language in public, especially in front of native speakers, is often anxiety-provoking.
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2. The Teaching of Speaking
Many EFL learners view speaking ability as a benchmark of the success in English as foreign language learning. They regard speaking as the most important skill they can acquire, and judge their progress in terms of their accomplishments in spoken communication. So, how to best approach the teaching of speaking skills has long been the focus of the English teachers’ concerns.
a. Goal for Teaching Speaking
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Similarly, the National Capital Language Resource, Washington DC (2004: 1) states that the goal of teaching speaking competence is communicate efficiency. Learners should be able able to make themselves understood, using their current, Proficiency to the fullest. They should try to avoid confusion in the massage due to faulty pronunciation, grammar, or vocabulary, and to observe the social and cultural rules that apply in each communication situation.
Moreover, The National Capital Language Resource Centre, Washington DC (2004: 1) says that to help students develop communication efficiency in speaking, instructors can use a balanced activities approach that combines
language input, structured ouput and communicative output. Language input input comes in the form of teacher talk, listening activities, reading passages, and the language heard and read outsides the class. It gives learners the materials they need to begin producing language themselves. Structured output focuses on may correct form. In structured output, studends may have options for resposes, but all of the options require them to use the specifies form or structure that the teacher has just introduced.
Structured output is designed to make learners confortable producing specific language items recently introduced, sometimes in combination with Previousely learned items. Instructors often use structured output exercises as a transtraction between the presentation stage and the practice stage of the lesson plan, text book exercises also often make good structured output practice
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In communicate output, the learner’s main purpose is to complete a task, such as obtaining information, deloping a travel plan, or creating a video. To complete the task, they may use the language that the instructor has just presented, but they also may drow on any other vocabulary, grammar and communication strategies that they know. In communicative output activities, the criterion of success is whether the learner get the message across. Accuracy is not a consideration unless the lack of it interferes with the message.
In everyday communication, spoken exchange take place because there is some sort of information gap between the participants. Communicative output activities involve a similar real information gap. In order to complete the task, students must reduce or eliminate the information gap. In these activities, language is a tool, nat end itself.
In a balanced activitiy approach, the teacher uses a variety of activities from these different catagories of input and output. Learners at all proficiency level, including beginners, benefit from this activity, it is more motivating, and it is more likely to result in effective language learning.
From the explanation above it can be concluded that the goal of teaching speaking is to make our listeners able to speak with confidence in order to carry out many of their transactions. It is the skill by which they are most frequently judget, and through which they may make or lose friends. It is vehicle par
excellence of social solidarity, of social ranking, of professional advancement and
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b.Approaches in the Teaching of Speaking
Related to the approaches in teaching and learning speaking, Flor et al (2006: 140) describe three approaches in the teaching and learning EFL speaking namely environmentalist, innatist and interactionist. These approaches will give certain pictures and belief of teaching speaking for English teachers to practice in the classroom.
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The second approach called innatist, different from the environmentalist, believes on the assumption that children were born with an innate potential for language acquisition. This point of view becomes the basis for the innatist approach to language learning. In addition to that, as learning to speak learners’ language ability is possibly acquired due to the fact that learners internalize a system of rules which could be transformed into new structures by applying a series of cognitive strategies. Although the language acquisition particularly learning to speak is a bit influenced by the environment surrounds the speakers however, speakers actually produce language from language knowledge they have acquired and their internal faculty or competence.
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Those approaches of the teaching and learning speaking might contribute to English teachers’ perception on teaching speaking. Teachers’ thought in teaching speaking would certainly have the impact on the way how English teachers perform in the classroom (Ling, 2005: 111).
Many EFL teachers believe that students learn to speak in a second or a foreign language by interacting. Dunlap and Weisman (2006: 68) acknowledge that to promote fluency to learn to speak are comprehensible language input and extensive opportunities for interaction and authentic communication. Communicative Language Teaching (CLT) serve best for this aim since it is based on real-life situations that require communication. It is therefore using this approach in ESL or EFL classes, students will have the opportunity of communicating each other in the target language. In brief, ESL or EFL teachers should create a classroom environment where students have real-life communication, authentic activities, and meaningful tasks that promote their oral language. This occurs when students collaborate in groups to achieve a goal or to complete a task.
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framework in the teaching of speaking is believed can contribute to develop the students’ communicative competence.
In the context of the teaching of EFL speaking in Indonesia, Widiati and Cahyono (2006: 277) view that the concept CLT is closely connected to the teaching of EFL speaking since it values interaction among the students in the process of language learning in the classroom. CLT also deems classroom activities as a prime role in enabling the students interact and improve their speaking skills then. It is evident that the teaching of EFL speaking in Indonesian context is expected to envisage CLT as the English teachers’ concern in improving the students speaking skills.
c. Factors to Consider in Teaching Speaking
In the teaching of speaking, there are factors that English teachers should consider as teaching a speaking class. According to Folse (2006: 11-28) suggests that the success of what happens in a speaking class depends on five factors: (1) the learners, (2) the curriculum, (3) the topic, (4) the two “languages” , and (5) the task or activity. Concerning these factors might contribute a lot in the practice of teaching speaking if English teachers are aware and pay attention to what they really have in speaking class.
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The second factor, curriculum included school program, is one of five factors that really influence whether or not the success of a speaking class. It is assumed that the curriculum or school program determine many certain activities designated in the teaching plan. It is important for teachers to understand clearly what type of programs that match or do not match to the students for speaking class.
The topic being discussed is the third fundamental factor that creates a successful speaking class. Although to have topics for activities is not hard but selecting appropriate, viable and interesting topics becomes more crucial. In this case, the teachers must be aware of the topics to be discussed by considering the students’ age, time availability, personality, and of course their level. In addition to that, the teachers should enable to exert their roles to make sure that the topics covered are conducive to a successful discussion class.
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would give a great deal of time for the students to talk and the teachers should have no speaking role then just facilitate the students to do their tasks.
The successful speaking class really helps the teachers to consider many factors to do in speaking class. Kayi (2006) however gives a bit different point of view for English teachers what to do in teaching speaking (http://unr.edu/homepage/hairiyek). Here are some suggestions for the teachers while teaching oral language:
1) Provide maximum opportunity to students to speak the target language by providing a rich environment that contains collaborative work, authentic materials and tasks, and shared knowledge.
2) Try to involve each student in every speaking activity; for this aim, practice different ways of student participation.
3) Reduce teacher speaking time in class while increasing student speaking time. Step back and observe students.
4) Indicate positive signs when commenting on a student's response. 5) Ask eliciting questions such as "What do you mean? How did you reach
that conclusion?" in order to prompt students to speak more.
6) Provide written feedback like "Your presentation was really great. It was a good job. I really appreciated your efforts in preparing the materials and efficient use of your voice…"
7) Do not correct students' pronunciation mistakes very often while they are speaking. Correction should not distract student from his or her speech.
8) Circulate around classroom to ensure that students are on the right track and see whether they need your help while they work in groups or pairs. 9) Provide the vocabulary beforehand that students need in speaking
activities.
10) Diagnose problems faced by students who have difficulty in expressing themselves in the target language and provide more opportunities to practice the spoken language.
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d. Assessing Speaking Skill
Assessment is an integral aspect of the teaching – learning process and happens everyday in the classroom as teachers continually make judgments about the performance of their students (Burns and joyce, 1999: 102). All good language teachers constantly evaluate their learners as the lessons actually taking place, thus teachers should consider assessment even as initial class planning is started. In line with Burns and Joyce in Folse (2006: 210) state that the most obvious feedback for teachers is the students` performance. Teachers use the information about the students` performance day to day to inform the students about their progress as well as to evaluate the effectiveness of teaching materials and activities.
Furthermore, Folse (2006: 210) explains that continued assessment during instruction help teachers know who is having problems, what kind of problems need to be addressed through repetition of a particular activity, or even when to move on form this particularly activity. This feedback informs the teachers of the learners` progress as well as of the teachers` own progress in teaching. Good assessment is built into all good teaching. It does not just `happen` because, according to Folse (2006: 207), it takes careful planning as well as knowledge of the subject matter, the learner and general testing.
According to O’Malley and pierce (1996: 61), the implication for
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present students with opportunities to use oral language to interact with others are optimal for assessing oral language. Considering the notion of assessment given here, language teachers should be careful in planning for the assessment. Teachers need to identify the assessment purposes before planning it.
After identifying the assessment purposes, teachers may begin planning for classroom-based assessment for oral language by identifying instructional activities or tasks the teachers are currently using that can also be used for
assessment. One important step in planning for assessment is to outline the major instructional goals or learning outcomes and match these to learning activities and/performance tasks. Deciding whether or not to make an audio or video recording of students` performance is important to take into account as a part of planning for oral assessment. Brown and Yule in O`Malley and Pierce 1996: 61) suggest that a tape for each students can be used if oral language is an essential part of instruction.
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A final key component in planning for assessment is deciding when and how to provide feedback. Teachers need to consider how soon after oral language assessment learners should be provided with feedback on their performance. Certainly, students want to know how they did immediately after a task, but there is another reason for providing feedback as soon as possible after assessment; the feedback will have more meaning and perhaps will make more of an impact.
An essential step in preparing for oral language assessment is planning how to engage students in `self-assessment`. According to O`Malley and Pierce (1996: 66), by providing learners with the skill needed to independently monitor their learning, teachers enable them to take a greater responsibility for that learning. Self-assessment may take various forms. It can take the form of yes/no statements, question/answer, rating scales, sentence completion, and learning logs. These are not typically graded or scored by teachers. Instead, they are used to focus learners to their performance and progress in learning.
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oral language to be assessed depends on the level of proficiency of the class and instructional goals. Besides, for classroom teachers, standards may be used to monitor students ` performance, to determine who needs extra help, or to assign grades. If instead of holistic scale, teachers are using analytical scales, they will need to determine what scores meet the criteria or each dimension of
performance. Brown, 2004: 173 proposes oral proficiency scoring which might be used to assess oral language.
The following scoring scales are actually suitable to use in the Senior High School students. The learners are tested on content, organization, grammar,
pronunciation and fluency. They may get a maximum of twenty five points on each of these five points and one hundred points in all. The scale score of testing speaking can be seen in table 2.
Table 2. The analytical scoring rubric of oral language Assessment
Content
Score Indicators
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Organization
Score Indicators
1 Has speaking is inadequate to express anything and not be understood.
2 Introduction extremely underdeveloped or missing
3 Introduction either underdeveloped or awkward
4 Effective introduction brings audience to topic
5 Highly effective introduction brings audience to topic
Grammar
Score Indicators
1 Errors in grammar are frequent, but speaker can be understood by native speaker used to dealing with foreigners attempting to speak his language
2 Can usually handle elementary constructions quite accurately but doesn’t have thorough or confident control of the grammar 3 Control of the grammar is good. Able to speak dealing with
sufficient structural accurate to participate effectively in most formal and informal conversation on practical, social, and professional topics
4. Able to use the language accurately on all levels normally pertinent to professional needs. Errors in grammar are quite rare
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Pronunciation
Score Indicators
1 Errors in pronunciation are frequent that can be understood by a native speakers used to dealing with foreigners attempting to speak his language.
2 Accent intelligible though often quite faulty.
3 Errors never interfere with understanding and rarely disturb the native speakers. Accent may be obviously foreign.
4 Errors in pronunciation re quite rare.
5 Equivalent to and fully accepted by educated native speakers
Fluency
Score Indicators
1 No specific fluency description.
2 Can handle with confidence but not with facility most social situation.
3 Can discuss particular of competence with reasonable ease 4 Able to use the language fluently
5 Has complete fluency in the language such that his or her speech is fully accepted by the educated native speaker
Maximum score: 4x25 =
100
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of scale like this accompanies almost all speaking tests using holistic grading based on assessment for five criteria. The rubric is made simply with a maximum of 25 points on each of these 5 aspects, 100 points in all.
2. Critical Debate
a. The Meaning of Critical Debate
According to Barkley, et al (2005: 126), critical debate is a fairly complex Collaborative Learning Technique (CoLT) and thus requires ample preparation. First, spend sufficient time selecting a controversial topic in the field with two identifiable, arguable, and opposing sides that are appropriate to debate. Carefully craft the debate proposition into a one-sentence statement, such as, Universities should used affirmative action policies to determine student admission.
Proposition statements should avoid ambiguity, yet be general enough to offer students flexibility in building arguments.
Second, determine whether students need any background information to address the proposition. Prepare students for the debate through lecture, assigned reading, discussion, or student research on the topic.
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opportunity to decide whether to assign team members specific role, such as team leader or timekeeper. In detail, Barkley, et al (2005: 126) says:
“In a critical debate, individual students select the side of an issue that is contrary to their own views. They then form teams and discuss, present, and argue the issue against an opposing team. Preparing for, participating in, and listening to debates offers many benefits to students. Debates can increase motivation, enhance research skills, promote critical thinking, and develop communication proficiency. Debates expose the class to a focused, in-depth, multiple-perspective analysis of issues. Because critical debates have the added dimension of requiring students to assume a position opposite to their own, they encourage students to challenge their existing assumptions. This can move students beyond simple dualistic thinking, deepen their understanding of an issue, and help them to recognize the range of perspective inherent in complex topics. In this way, critical debate may also build appreciation for diversity and develop tolerance for other viewpoints”.
Referring to the above quotation, it is clear that critical debate attracts the students’ good preparation and participation in order that the debate process runs well. Besides, the technique demands the students to have deep analysis in certain problems, strong argumentations and statements, multiple perspective, and deep thinking in facing problems. Moreover, critical debate also builds the students’ awareness of appreciation for diversity and develops tolerance for other
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analytical-critical thinking and public speaking skills to the fullest, skill which are very useful in everyday life.
Meanwhile, in further view, Michael Birshan in ISDC Official Regulation (2006: 2) says that critical debate is a clash of arguments. For every issue, there are always different sides of story why people support or disagree with that certain issue. Debating seeks to explore the reasons behind each side. To make those reasons understandable and convincing, debaters should deliver their arguments in good communication skills. In addition, a ccompetitive debating is debating using a specific format. With formats, people are regulated to speak one at a time and at side are given the same amount of time and opportunity to prove their point. This format rules out the possibility of who- speaks-or-fastest shall win the debate. It encourages people not only to speak out but also to listen to the other side. In this case, there are many formats of debates: Karl popper format, British Parliamentary format, Australasian format, World schools format, etc.
Another definition is given by Estaugh (2006: 1) says that a debate is a contest, or, perhaps, like a game where two or more speakers present their
commit to user In the encyclopedia it is states that:
Debat adalah kegiatan adu argumentasi antara dua pihak atau lebih, baik secara perorangan maupun kelompok, dalam mendiskusikan dan
memutuskan masalah dan perbedaan. Secara formal debate banyak dilakukan dalam intitusi legislative seperti parlemen, terutama di Negara-negara yang menggunakan system opposisi. Dalam hal ini debate dilakukan menuruti aturan-aturan yang jelas dan hasil dari debate dapat dihasilkan melalui votting atau melalui keputusan juri.
From the definition above it can be concluded that basically debate is a clash of arguments between two teams, the Affirmative team and Negative team, to solve a problem. The winner of the debate contest is decided by the juries or adjudicators based on the rules and regulation which have been agreed before. Each team tries hard to defense its arguments in order to win the debate. The arguments should explain clearly, why a team supports or opposes the topic being debated.
b. The Procedure of Critical Debate Technique
It is necessary to remember that debating is not a discussion process in which there is no compromised result as in a discussion. The point of having a debate is to speak out and listen to different kinds of opinions and at the end respecting those differences. Barkley (2005: 127) proposes the procedure of conducting critical debate, they are:
1. Propose the motion and ask students to indentify which side of the proposition they most support. They can indicate a preference by raising their hands or by writing their names and choice on a sign up sheet or piece of paper.
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example, it helps them to clarify their own ideas and to deepen their understanding of the issue).
3. Divide student into four-to six member teams, with half the teams’ assigned to one side of argument and the other half assigned to the opposing argument. Try to get as many as possible arguing for the side they disagree with, realizing that especially with compex issue, students will likely not devide evenly.
4. Explain ground rules and give the students time to assign role and organize how they will prepare for and conduct the debate.
5. Give students time to prepare their arguments ( such as fifteen or thirty
minutes ).
6. Pair teams representing opposing sides.
7. Announce and allow time to present arguments (such as five minutes each side, ten minutes total).
8. Give teams time to prepare rebuttals (such as ten minutes).
9. Announce and allow time to present rebuttals (such as five minutes each side, ten minutes total).
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1. There are 2 teams debating, each consists of 3 (three) debaters who would be 1st. 2nd, and 3rd speakers of each of the team. speaker on both sides will deliver the reply speech of 4 (four) minutes in duration, with the negative going first.
4. Thus, the complete order of speaking during a debate is as follow:
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substantive speech, members of the opposing team are allowed to give an interruption, called Points of Information (POI), to the speaker delivering the speech. POIs may be delivered between the 1st and 7th minute of the 8-minute-speech
5. A time keeper will signal the time. There will be one knock at the end of the 1st and 7th minutes, to signal the starting and ending times for POI. And two knocks at the 8th minute to signal that delivery time for speech has ended. Any debater speaking before 7th minutes shall be considered under-time and his/her points could be reduced. Any debater speaking after 8th minutes 30 second shall be considered overtime and his/her points could be reduce as well
6. For reply speech, there will be one knock at the 3rd minute, to signal that delivery time is almost over, and two knocks at the 4th minute.
7. Every debate shall be judge by an odd number judges and only the judges
shall decide who wins the debate (there is no draw in result of a debate) 8. In Indonesians 2006, every team is given 30 minutes preparation time after
the motion is released and before the debate begins. During this preparation time, teams are not allowed to get help from anybody (be it coaches, teachers, parents or friends) or use laptop, PDAs, or any other communication devices.
c. Some Terms in Critical Debate.
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Motion also known as topic, is full propositional statement that determinant what a debate shall be about. In the debate, Affirmative team must argue to defend the motion while the Negative team must argue to oppose it. Example:
(a) That English is the most important tool in globalization
(b) That students should not be allowed to bring mobile phone to school (c) That we should stop migrant labor to oversea
(d) That we should give death penalty to drug dealer
As you can see, motions in a debating competition cover various areas; politics, economy and social issues.
2) Definition
For debating to proceed, both teams need a clear understanding of what the motion means. This requires the motion to be defined so that everyone (audience and judges included) knows what is being debated. Problems arise if the two teams present different understandings of the meaning of the motion. This can result in a `definitional debate` where the focus of the debate becomes the meaning of the words in the motion, rather than the motion itself. Interaction and clash between the two teams become concentrated on whose definition is correct, rather than the issues raised by the motion. Definition debates should be avoided wherever possible. They make a mockery of what debating seeks to achieve.
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is actually being debated. Out of the definition should come a clear understanding of the issues talked about in the debate. A definition must have a logical link to the motion. The right to give a definition belongs to the Affirmative team. The affirmative team must provide a reasonable definition for the motion. This means that on receiving the motion, both teams should ask: “What the issue that simply to clarify the motion is. The Affirmative team must give a definition that give room for negative team to oppose it.
3) Arguments
Arguments explain why a point of view should be accepted. Good arguments are logical and relevant to the point being proven. Given duration of debate, it is best to have 2 to 4 arguments to support your point of view. This argument should be divided between the 1st and the 2nd speaker. So some arguments are explained by the 1st speaker and the rest are explained by the 2nd speaker. This division is called a team split.
Furthermore, having more than one argument means that teams should make sure that their arguments are consistent or do not contradict each other. Contradiction and inconsistency makes a team’s performance seem poor because it shows as if they’re not agreeing the points among themselves. It is good to have a main idea that connects or becomes the foundation of the arguments. This is one way of ensuring arguments don’t contradict with one another. This main idea is usually named as a team line/theme line in a debate.
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statement that should be proven. “R” means reasoning. A statement must be supported by reason that is logical explanation of the statement.”E” mean Evidence. A good reason must have good evidence. Evidence can be in form of examples or statistical data, fact, quotation of expert, public opinion, ect. Which are very essential to support the statement and to back up each point made in the argument. Each piece of evidence should be relevant and it should be advance the argument. “L” means link back. It is aconclussion to relate back to the statement. 4) Rebuttals
Rebuttals are responses toward the other team’s arguments. Rebuttals should prove that the other team’s arguments are not as important as they claim to be. As with arguments, mere accusation does not equal good rebuttals. It is not enough to say that the other team’s arguments are inferior, good rebuttals should also explain the reasoning and evidence of why those arguments are inferior.
Given limited time in a debate, it is not necessary for a team to rebut every single point and fact raised by the other teams. Better single out the opposing team’s main arguments and attack those first. Team should prioritize rebutting strong and important points first and leave the weak ones for last priority
5) POI
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In order to offer a POI, person must stand up, hold out his/her hand and say” On that point,Sir/Ma’m” or “ on that point of information”. POI shoud be offered politely, not used to hackle the speaker. When offered a POI, the speaker having the floor has full authority to either reject or accept the POI. If a person is rejected a POI, he/she should sit down again.
POI should be brief and expressed as a question so that the speaker is required to provide an answer. Once accepted, the person offering POI has at most 15 seconds to deliver the POI. The speaker then must anwer or respond to that POI right after it is given and not wait until later in his/her speech. It is advisable that the speaker does not answer POI more than 30 seconds as it would make him/her lost track of his/her speech.
POI should be offered regularly and through out the course of the debate. Offering POI shows that they understand the issues being discussed during the debate.
D. The Advantages and Disadvantages of Critical Debate.
Previously, it has been stated that applying a debate technique in teaching speaking skill may affect students’ learning motivation. In this case, students may be more motivated to have more vocabulary, to read more information and to be courageous in telling their opinions. In addition, applying critical debate continually in the language class activities enables the students to be more familiar with the situation in which it demands them to talk using English.
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an issue that is contrary to their own views. They then form teams and discuss, present, and argue the issue against an opposing team. Preparing for, participating in, and listening to debates offers many benefits to students. Debates can increase motivation, enhance research skills, promote critical thinking, and develop communication proficiency. Debates expose the class to a focused, in-depth, multiple-perspective analysis of issues. Because critical debates have the added dimension of requiring students to assume a position opposite to their own, they encourage students to challenge their existing assumptions. This can move students beyond simple dualistic thinking, deepen their understanding of an issue, and help them to recognize the range of perspective inherent in complex topics. In this way, critical debate may also build appreciation for diversity and develop tolerance for other viewpoints.
The above statements, critical debate is a medium where the students can train their argumentative competence in form of debating process that demands them to communicate their opinions, argumentations, statements, and other substances which support their position in the debate process.
Advantages of Critical debate according to Barkley (2005: 126) as follows:
1) This kind of teaching technique also can give great contribution in increasing motivation.
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3) Encouraging students to challenge their existing assumptions, moving them beyond simple dualistic thinking, deepening their understanding of an issue, helping to recognize the range of perspective inherent in complex topics, building appreciation for diversity and developing tolerance for other viewpoints.
4) Thus, critical debate is appropriate to be applied as the medium of teaching English mainly speaking skill.
Meanwhile, disadvantages of critical debate accorarding to Barkely (2005: 126) are as follows:
1) Spend sufficient time selecting a controversial topic in the field with two
identifiable, arguable, and opposing sides that are appropriate to debate. 2) Proposition statements sometimes ambiguous, so students are not flexible in
building arguments.
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B.Rationale
The students’ speaking skill in SMAN 1 Sakra is still considered as the most difficult skill because the skill contains a complex substance such as
pronunciation, grammar, fluency, discourse, and the social context of culture and situation.
There are two factors causing their difficulties in achieving speaking ability, the first one is from the students. In the classroom during the teaching and learning process the students are passive, less motivated, less confident, nervous, shy, and afraid of making making mistake, afraid of being laugh by friends and never practice. they just listen to the teacher explaining the material without understanding the meaning, they just keep silent without any respond when the teacher asked them questions or when their friends were having conversation, they can hardly use English for communication even in the simple form, they always use their mother tongue for communication, they are not able to produce English word correctly, they are not able to arrange English sentence even in simple sentence, they cannot produce the language correctly, etc.
While the second one comes from the teacher. The teacher tended to teach text comprehension monotonously. For example, when the teacher taught a certain topic, he or she just explained the expressions related to the topic while the students listened to the teacher’s explanation, and took notes, or even for
