THE ANALYSIS ON DEBATE TEACHING METHOD BY THE ENGLISH TEACHER AT SMKN 1 KEPANJEN
THESIS
By:
MUHAMMAD SAFRIL ADIATMA 09360181
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG
THE ANALYSIS ON DEBATE TEACHING METHOD BY THE ENGLISH TEACHER AT SMKN 1 KEPANJEN
THESIS
This thesis is submitted to meet one of the requirements to achieve Sarjana Degree in English Education
By:
MUHAMMAD SAFRIL ADIATMA 09360181
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG
This thesis written by Muhammad Safril Adiatma was approved on October 29, 2013
LEGALIZATION
This thesis was defended in front of the examiners of the Faculty of Teacher Training and Education of University of Muhammadiyah Malang
and accepted as one of the requirements to achieve Sarjana Degree in English Education
on October 29, 2013
Approved by:
MOTTO AND DEDICATION
“Allah SWT would not change the one’s condition unless they change themselves”
(Q.S. 13: 11)
“Then, it’s really after difficulty is easiness. In truth, after difficulty is
easiness”
(Q.S. 94: 5-6)
"If you don't take risks, you can't create a future"
(Monkey D. Luffy)
DEDICATION
My Beloved mother, father, and my little brother who always supports me to finish this mission until the end of school day and give me everything without reward. All of my friends in English Department who always give me spirit.
All of the members of SMKN 1 KEPANJEN MALANG who gives their help to finish this thesis.
ACKNOWLEDGEMENTS
In the name of Allah, the most gracious and Merciful. Alhamdulillah, by the blessing and mercies of Allah SWT, the researcher could finish this thesis. Sholawat and salam are always given to the beloved Nabi Muhammad SAW who has brought us from the darkness to the lightness that is Addinul Islam.
The researcher expresses gratitude to Dr. Masduki, M.Pd as his first advisor and Dian Arsitades, M.Pd as his second advisor who have spent a lot of time to give him valuable guidance, advice, and suggestions during the completion of this thesis. The researcher has great admiration and respect for them.
His sincere gratitude is also extended to his lovely Father (Agus Wiyantono) and Mother (Sholikhah Abbas) for the best power, endless prayers, funds and supports. Her gratitude is also to his little brother (Ichwan Setiawan), nephews and all of her family for their supports during the time he did this research.
CHAPTER II REVIEW OF RELATED LITERATURE 2.1Debate ... 7
2.2The Principals of the Australasian Parliamentary Debate System ... 9
2.2.1 Matter ... 9
4.1.1 The Methods used by the English Teacher in Teaching Debate ... 28
4.1.2 The Way How The English Teacher Used The Method in Teaching Debate ... 30
4.1.4 The Results of The Method Used by The English Teacher in
Teaching English Debate ... 43 4.2 Discussion ... 44
CHAPTER V CONCLUSSION AND SUGGESTION
5.1 Conclusion ... 47 5.2 Suggestion ... 48 BIBLIOGRAPHY
BIBLIOGRAPHY
Ary. 2002. Introduction to Research in Education: 6th Edition. New York
Ary. 2010. Introduction to Research in Education: 8th Edition. New York
D`Cruz. 2003. The Australia-Asia Debating Guide: Second Edition. Australian Debating Federation. North Melbourne, Australia.
Harahap. 1999. What is Competitive Debating. English Debating Society University of Indonensia. Depok.
Ludvianto. 2009. Handbook for Parliamentary Debating. Jogja Debating Forum. Yogyakarta
Meany and Shuster. 2002. Art, argument and advocacy: mastering parliamentary debate. International Debate Education Association. New York
Putra. 2012. Handbook for Parliamentary Debating. Jogja Debating Forum. Yogyakarta
Patel and Jain. 2008. English Language Teaching (Method, Tools & Techniques). Sunrise. Jaipur
Quinn, 2009. DEBATING IN THE WORLD SCHOOLS STYLE. International Debate Education Association. New York
Rybold. 2006. Speaking, Listening and Understanding: debate for non-native-speakers. International Debate Education Association. New York
Shuster, Kate and John. 2005. On That Point: An Introduction to Parliamentary Debate. Idea
1 CHAPTER I INTRODUCTION
This chapter contains: (1) Background of study, (2) Statement of problem, (3) The objective of study, (4) Significance of study, (6) Limitation of study and definition of key terms.
1.1 Background of Study
People all over the word use a language as a means of communication. Language can become our bridge to connect with other people who live in different places and have different cultures. By using language one can gain information, knowledge, express feeling, and emotions. One of the languages used by most of people around the world is English, since it is used as a means of international communication.
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many students are shy to speak English among them, this condition forces an English teacher to apply a special method in teaching speaking class, namely debate. By debate students feel enjoy being involved in debating social cases and this condition eventually makes the students are accustomed to speaking English. Because in debate, the English teacher can encourage the students to participate in the debate class activities, they can express themselves and the English teacher should give the opportunities to his students to express their ideas without being afraid of making mistakes. It can be done by introducing interesting topics can stimulate them to express their filling in debate practice and finally the topics can arouse students` motivation to learn how to be a good debater in debate class.
The Australasian Parliamentary Debate system is useful device for stimulating students` participation in debate class. The teacher becomes facilitator in the learning processes that enable students to become more deeply and more actively invested in their education. And when teachers use debate, they act at as more than dispensers of information to the classroom of passive students. They become facilitator of learning process that enables students to become more deeply and more actively in their education.
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regionally or nationally by our government. As it is known that the grade of senior vocational high school in Indonesia in the last 3 months ago is classified into three categories. They are; SSN (National Standard School), RSBI (Pioneering International School), SBI (International School). But in fact such classification does not guarantee the output of the students the same as their school standard. It can be proved that in every English competition held by the government either regionally or nationally, many high grade schools were defeated by national standard school. One of the national standard schools which often became the winner in English debate competition is SMKN 1 Kepanjen Malang.
Therefore, the researcher wants to conduct research under the title “The analysis of debate teaching method by English teacher at SMKN 1 Kepanjen”, to investigate what and how the methods are used by the English teacher of SMKN 1 Kepanjen in teaching his students of EDC KANESA (English Debate Club SMKN 1 Kepanjen) to be good debaters until they became the champions in many debate teaching debate to his students in English debate club?
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3. How are the ways the English teacher solve the problems in teaching debate? 4. What are the results of method used by the English teacher in teaching debate? 1.3 The Objective of the Study
This study has a purpose to find out:
1. To know the methods used by the English teacher of SMKN 1 Kepanjen in teaching debate to his students in English debate club.
2. To investigate the methods used by the English teacher of SMKN 1 Kepanjen in teaching debate to his students in English debate club.
3. To describe the ways the English teacher solve the problems in teaching debate. 4. To describe the results of method used by the English teacher in teaching debate. 1.4 Significance of the Study
The result of this research is expected to give practical contribution for the English Teachers from other schools to be a source and empirical data in teaching about Australasian Parliamentary Debate.
It is hoped that this research becomes an alternative technique to improve student`s debate skills. Practically, they can learn how Australasian Parliamentary Debate System improves their critical thinking.
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Because of the limitation of time and other facilities, the scope of this study is limited to:
1. The method used by the English teacher of SMKN 1 Kepanjen in debate teaching to his students.
2. The way the English teacher used the method in teaching debate to his students in English debate club.
3. The ways the English teacher solve the problems in teaching debate
4. The results of the method used by the English teacher in teaching English debate. 1.6 Definition of the Key Terms
Some terms are defined in order to give the readers a better understanding. Debate, in this research, is defined as a clash of arguments. For every issue, there are always different sides namely; Pro (Affirmative/Positive) and Contrast (Negative), they support or disagree with that certain issue. Debating seeks to explore the reasons behind each side. To make those reasons understandable and convincing.
Teaching methods, in this research, is defined as the way that is used in the process of planning, selection, transferring and grading teaching materials by a teacher to the students. In other word teaching method is technique that is implemented and takes place in a classroom to achieve the optimal objective of teaching.
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