DEBATING METHOD USED IN TEACHING SPEAKING AT
CLASS XI IPA OF SMAN 3 PONOROGO
THESIS
By:
NOVITA HAYIN NURJAYANTI
09360259
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
DEBATING METHOD USED IN TEACHING SPEAKING AT
CLASS XI IPA OF SMAN 3 PONOROGO
THESIS
This thesis is submitted to meet one of the requirements to
achieve Sarjana Degree In English Education
By:
NOVITA HAYIN NURJAYANTI
09360259
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
i
This thesis written by Novita Hayin Nurjayanti was approved on January
27, 2014.
By:
Advisor II,
Advisor I,
ii
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 January 27, 2014
Approved by:
Faculty of Teacher Training and Education Unversity of Muhammadiyah Malang
Dean,
Dr. Poncojari Wahyono, M.Kes
Examiners:
1. Bayu H Wicaksono, M. Ed, Ph.D 1. ... 2. Riski Lestiono, M.A 2. ...
3. Drs. Mas’udi, M.Ed 3. ...
iii
MOTTO AND DEDICATION
ا عضا تو ر ق لاو ةني سلا ملعلل ا لعتو ملعلا ا لع
هنم
لعت ل. (ا ط را )
"Seek knowledge and learn (for science) calmness and self-respect, and
be humble to the person who taught you." (Hadith narrated by
Al-Thabrani)
“You can not
travel around the world just because of wind gusts, your
knowledge and dedication that will
take you there”
DEDICATION:
iv
DEBATING METHOD USED IN TEACHING SPEAKING AT CLASS XI IPA OF SMAN 3 PONOROGO
Abstract
English as international language is the communication tool most often used by the world after Mandarin. English is a language learned since the primary level, thus the teacher played a role as the key factor to reach the success of education, while the students should be involved in the planning, implementation, and evaluation of learning. In learning process, the implementation of teaching methodology is really needed to apply since the learning method is one of the elements used in the curriculum and the learning process. Since 2007, the teachers of English of SMAN 3 Ponorogo held the debate tournament for all of students at the school every year. Also, the teachers of English of SMAN 3 Ponorogo has implemented the debating method in the classroom activity especially in teaching speaking. By this reason, this study is aimed at getting information related to the implementaion of the debating method in teaching speaking activity and the skills that students mostly get from debate.
Concerning the research design, this study used qualitative research approach. The technique sampling used was purposeful sampling. The first observation was conducted on October 16, 2013 and the second observation was conducted on October 18, 2013. In this study, the researcher used observation and interview as the research methods to collect the data and information. The researcher used non-participation observation and structured interview. Furthermore, to analyze the data, this study used descriptive analysis.
The result of this study showed that in implementing debating method, the teacher tried to create good circumstances in order to make the students interested in teaching speaking actvity. The teacher also gave the conversations time to the students in order to motivate them in speaking activity. Also, the teacher gave the students feedback and correction toward their performance in debating activity. Moreover, the skills that mostly students got from debate was speaking skills. Based on the result of interview, from 5 interviewed students, 3 students said that skills that mostly students got from debate was speaking skill, rather than other skills. 1 students said critical thinking skill, and 1 students said reading skill.
Key Words: Debating method, teaching speaking activity, skills that students gain from debate
Advisor I, Researcher,
v
ACKNOWLEDGEMENT
Thanks to the Almighty God Allah SWT, the most merciful and the most gracious who has gives this mercy so that the researcher would finally finish this thesis.
The researcher realizes that this thesis would never been accomplished without the guidance, motivation and kindness from many persons. This is my special acknowledgements are to the following:
1. Dr. Poncojari Wahyono, M.Kes as the Dean of Teacher Training and Education Faculty at University of Muhammadiyah Malang.
2. Fardini Sabilah, M.Pd as a Chairman of English Department.
3. Drs. Mas’udi, M.Ed as the first advisor and Drs. Imam Mahfudz, as the second advisor, for their suggestions, invaluable guidance and advice during the consultation period, and their comments and corrections during the completion.
4. Drs. H. Hariyadi, M.Pd. as the Headmaster of SMAN 3 Ponorogo who gave permission in conducting the research.
5. The teacher of English at class XI IPA SMAN 3 Ponorogo who gave the support and for spare time to help her finishing this research.
vi
encouragement, love, motivation, support, care, and pray so that she can finish this thesis.
This thesis actually has many weaknesses; therefore, the critics and suggestions that can develop this thesis are very expected for the perfecting. The researcher hopes that this thesis can be useful for the readers.
Malang, 27th January 2014
vii
1.2 Statements of the problem... 5
1.3 Purpose of Study... 5
1.4 Significance of Study... 6
1.5 Scope and Limitation... 6
1.6 Definition of Key Terms... 7
CHAPTER II REVIEW OF RELATED TO LITERATURE 2.1 The Definition of Speaking ... 8
2.2 Teaching Speaking... ... 8
2.2.1 Teaching Speaking Using Debating Method... 10
2.3 Definition and Types of Debate ... 11
2.4 Debate as A Method in Teaching Speaking... 13
viii
2.6 Skills Students Gain From Debate... 18
CHAPTER III RESEARCH METHODOLOGY 3.1 Research Design ... 24
3.2 Sampling... 25
3.3 Research methods... 26
3.3.1 Document... 26
3.3.2 Observation... 26
3.3.3 Interview... 27
3.4 Data Collection ... 28
3.5 Data Analysis ... 29
CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS 4.1 Research Findings ... 30
4.1.1 The Implementation of Debating Method in Teaching Speaking Activity... 30
4.1.2 Skills The Students Mostly Got From The Debate ... 38
4.2 Discussions... 40
CHAPTER V CONCLUSIONS AND SUGGESTIONS 5.1 Conclusions ... 45
5.2 Suggestions ... 46
ix
Appendix 1 Lesson Plan used by the Teacher
Appendix 2 Documentation of Classroom Setting and Teaching Speaking Activity
x
LIST OF TABLES
Table 1. Teacher’s Activities in Teaching Speaking Using The Debating
REFERENCES
Act of The Republic of Indonesia on National Education System. 2003. Jakarta: The Ministry of National Education
Bradburn, Norman, Sudman, and Wansink. 2004. Asking Questions: The Definitive
Guide to Questionnaire Design. San fransisco: John Wiley and Sons Inc.
Brown, D. 2000. Teaching by principles: An Interactive Approach to Language
Pedagogy. New York: Longman
Donald Ary, Lucy Cheser Jacobs, Asghar Razavieh, & Chris Sorensen. 2006.
Introduction to Research in Education. Canada: Thomson Wadsworth
English First (2012) Negara Berbahasa Inggris
http://www.englishfirst.co.id/englishfirst/englishstudy/bahasa-inggris/negara-berbahasa-inggris.aspx accessed on September 10, 2013
Fedrizzi, Mariann and Randy Ellis. Debate, First Edition. 2011. USA: South-Western Cengage learning
Freeley, Austin & David L. Steinberg. 2012. Argumentation and Debate. USA: South-Western Cengage learning
Ganley. 2007. Teaching Debate. http://mdta.org/teaching-debate/ accessed on September 10, 2013
Gay, L. R. 1987. Educational Research: Competencies for Analysis and Application. Ohio: Merril Publishing Company
Howe, M. 2007. An Introduction to English Language Debate in Asia. Seoul: Ewha Woman University Press.
Johnson, Steven. 2009. Winning Debates. USA: IDEBATE Press
Larsen – Freeman. 2002. Techniques and Principles in Language Teaching. New York: Oxford University Press
Lodico, Marguerite, Spaulding, and Voegtle. 2010. Methods in Educational Research
: From Theory to Practice. San fransisco: John Wiley and sons Inc.
Louden, D. 2009. Navigating Opportunity: Policy Debate in The 21st Century. USA: IDEBATE Press
Nation and Jonathan Newton. 2009. Teaching ESL/EFL Listening and Speaking. New York: ROUTLEDGE, Taylor & Franchis
Saville, Muriel & Troike. 2012. Introducing Second Language Acquisition. New York: Cambridge University Press
Thornbury, Scott. 2003. How to Teach Speaking. New York: Longman.
Tim Pengembang Ilmu Pendidikan FIP – UPI. 2007. Ilmu dan Aplikasi Pendidikan.
Bandung: PT. IMTIMA
Warsono and Hariyanto. 2012. Pembelajaran Aktif. Bandung: PT Remaja Rosdakarya Offset
1
CHAPTER I INTRODUCTION
This chapter presents the topics of background of study, statements of problem, purposes of study, significance of study, scope and limitation, and definition of key terms. Each topic is presented as follows.
1.1Background of Study
Currently, English has become a universal language that is used all over the world. It can be seen that English has an important role in every aspect of life such as education, tourism, industries, technology, entertainment, business and many more.
English is the communication tool most often used by the world after Mandarin, English First (2012). Some countries in Asia, Philippines, Singapore, Brunei, and Malaysia use English as their second language. Savile and Troike (2012:4) state that second language is typically an official or dominant language needed for education, employment, and other basic purposes. It is often acquired by minority group members or immigrants who speak another language natively.
Accordingly, English is the global language, so mastering English is really needed for those who want to step forward. Because of the importance of English, Indonesian Government has made English as a compulsory subject from primary to university levels. Also, in the Education Act of the Regulation of Indonesia chapter 3, article 50, “government and local governments organize at least one
2
here can be meant the language used in educational circumtances include international languages for example English.
Regarding to English is a language learned since the primary level, unfortunately, many most high school students still do not master English yet. The lack of using English in learning process can be a causal factor of that problem. Mastering English is not easy as in thought. It needs the process and some efforts. By getting the right understanding and comprehension of the compulsory subject since primary level, the next Indonesian generation will be better in mastering English as international language. Thus, the teacher here plays a role as the key factor to reach the success of education (Tim Pengembang Ilmu Pendidikan FIP- UPI (2007:119), while the students should be involved in the planning, implementation, and evaluation of learning (Tim Pengembang Ilmu Pendidikan
FIP- UPI, 2007:7). Based on the statement above, it can be concluded that
students should participate actively in learning process, especially in the teaching English activity by using English language.
Moreover, the implementation of teaching methodology is really needed to apply since the learning method is one of the elements used in the curriculum and the learning process (Tim Pengembang Ilmu Pendidikan FIP- UPI, 2007:7).
3
Here, every method must be in accordance with the who, what, and where. In the arena of the teaching English in Indonesia, teachers often have difficulties in applying some kinds of new methods and finally back to the methods that are easy to be implemented in the classroom (Tim Pengembang Ilmu Pendidikan FIP- UPI (2007: 100). Also, the teacher has to be a good facilitator in setting up communicative activities and as an advisor during the activities (Larsen- Freeman, 2002: 127).
According to Savile and Troike (2012: 162):
English has two types of skills, namely receptive skills and productive skills. Receptive skills consist of reading skills and listening skills. The labeling of
reading and listening as “receptive” activities does not imply that language
learners perform them passively and without effort. Meanwhile, productive skills consist of writing skills and speaking skills.
Since the speaking skill is one of the productive skills and it may be difficult to be learned as stated by Nation and Newton (2009: 120), it needs some efforts to master it. Various teaching media, teaching techniques, teaching methods, well-arranged lesson plans, are really needed to apply. unfortunately, the process of the implementation method cannot be done effectively since there are many schools in Indonesia which mostly consisted of more than 40 students (Tim
Pengembang Ilmu Pendidikan FIP- UPI (2007: 101). Thus, teachers of English
must be selective in choosing the suitable method to be implemented in the learning process.
4
school every year. Also, the teachers of English of SMAN 3 Ponorogo has implemented the debating method in the classroom activity especially in teaching speaking.
Fedrizzi and Ellis (2010:4) state that debate is defined as oral confrontation between two individuals, teams, or groups to argue reasons for and against a set position. Furthermore, debate empowers students to form and articulate opinions and creates a safe space for discussion of controversial issues. Thus, Louden (2009: 245) states that debate teaches students to be able to build their opinions and in the end, the students are able to communicate in better speaking skills.
There are previous studies related to this research which have discussed the implementation of debating method. One of them is proposed by Fukuda (2003), in a debate study conducted with Japanese students, he found that “Before
the debates only 30.8% of the students were confident to express their opinions when they were not the same as others’. After the debate this figure rose to 56.7%.” He said further that “the knowledge or skills which came from the
practice in the debates led the students to become more accustomed to expressing opinions.” This suggests that, although debate is quite challenging, non-native
speakers can develop the debating skills.
Furthermore, Khoironiyah (2008) conducted the research under the title “The Implementation of Debate in Teaching Speaking at Eleventh Year Students
of SMA Negeri 2 Rembang in the Academic Year 2011/2012”. She analyzed the effect of implementing debate in teaching speaking toward the students’ speaking
5
method. She concluded that the implementation of debate increased the students’ speaking skills and the method can be used as an alternative to teach speaking.
From the previous studies above, it can be concluded that the implementation of debating method in teaching process especially of English gives significant effect in increasing the students performance in speaking and also it can be used as an alternative way to teach speaking. By these reasons, the researcher is interested in conducting a research under the title “Debating Method Used in Teaching Speaking at Class XI IPA of SMAN 3 Ponorogo”.
1.2Statements of the problem the debating method in teaching speaking?
1.3 Purpose of Study
The purposes of the study were formulated to answer the research questions and the purposes were as follows:
1. To describe the implementation of debating method in the teaching speaking at XI IPA Class of SMAN 3 Ponorogo.
6
1.4 Significance of Study
1. Students
For the Senior High School students, the researcher hopes the study can be used to encourage the students’ motivation in using English in the classroom interaction.
2. Teachers
For teachers of English, the researcher hopes the study can give a motivation to implement effective method in teaching speaking, so that the students will pay attention during the classroom interaction.
3. Institution
The researcher hopes the result of the study can be used as an input for SMAN 3 Ponorogo in developing English perspective and competency especially in efforts to apply some methods in teaching English.
4. Researchers
For the next researcher, it is hoped that this research can be used as one of the reference to conduct similar researches. It is also to give contribution for teaching and learning process, especially teaching speaking using debating method.
1.5 Scope and Limitation
7
1.6 Definition of Key Terms
In order to avoid misunderstanding, several terms are clarified as follows: 1. Debate is defined as oral confrontation between two individuals,
teams, or group to argue reasons for and against a set position, Fedrizzi and Ellis (2010: 4). Method is an overall plan for the orderly presentation of language material, no part of contradictsand all of which is based upon the selected approach, Richard and Rodgers (2001:19). From the explanation above, it can be concluded that
debating method is an oral confrontation between two individuals, teams, or group to argue the topics which is packaged as overall plan of language material.
2. Speaking is an interactive process and requires the ability to co-operate in the management of speaking turns. (Thornbury, 2003: iv). 3. Teaching speaking is a process where the teacher covers the spectrum
