i
A STUDY ON THE TEACHING SPEAKING METHOD USED
BY DEBATE COACH IN TEACHING SPEAKING IN ILF
(INTERNATIONAL LANGUAGE FORUM) DEBATE
CLASS AT THE UNIVERSITY OF
MUHAMMADIYAH
MALANG
THESIS
By:
ANGGA OKTA PRIA FAMBUDI
09360168
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
ii
A STUDY ON THE TEACHING SPEAKING METHOD USED
BY DEBATE COACH IN TEACHING SPEAKING IN ILF
(INTERNATIONAL LANGUAGE FORUM) DEBATE
CLASS AT THE UNIVERSITY OF
MUHAMMADIYAH
MALANG
THESIS
By:
ANGGA OKTA PRIA FAMBUDI
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
iii
A STUDY ON THE TEACHING SPEAKING METHOD USED BY
DEBATE COACH IN TEACHING SPEAKING IN ILF
(INTERNATIONAL LANGUAGE FORUM)
DEBATE CLASS AT THE UNIVERSITY
OF MUHAMMADIYAH
MALANG
THESIS
This Thesis is Submitted to Meet One of the Requirements to Achieve Sarjana Degree in English Education
Written by:
ANGGA OKTA PRIA FAMBUDI
09360168
MUHAMMADIYAH UNIVERSITY OF MALANG
FACULTY OF TEACHER TRAINNING AND EDUCATION
iv
This thesis written by Angga Okta Pria Fambudi was approved on October 28, 2013.
By:
v
This thesis was defended in front of the examiners of 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 28, 2013
Approved by:
Faculty of Teacher Training and Education
University of Muhammadiyah Malang
Examiners:
1. Dr. Hartono, M.Pd 1. ………
2. Riza Elfana, M.A 2. ………
3. Bayu H. Wicaksono, M.Ed, Ph.D 3. ………
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Motto and Dedication
Motto
“It is ok to not be perfect. It is ok to make mistakes.
It’s ok to do something that you wish you had not done,
Because if we do not do those things, we never grow”
(Dawn Stanyon)
DEDICATION
I dedicate this thesis to:
My beloved parents
Mr M.Yunus and Mrs Jariyah
My sister
Putri and Febtriana
My Comrades
EDS (English Debate Society) debaters
ILF(International Language Forum)
For giving me an endless prayer, motivation
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ACKNOWLEDGEMENTS
Alhamdulillahirabbalalamin. That is the first sentence thought by the researcher
when he completed this thesis. The researcher felt very thankful because of the
blessing and mercy from Allah, he could finish it very well.
The researcher realized that this thesis would not have been finished without
much help and guidance from the people around him. The researcher greatest
appreciation goes to researcher beloved parents, Mr M.Yunus and Mrs Jariyah for
their endless praying and support during this thesis preparation. The next gratitude
would be kindly delivered to Mr Bayu Hendro Wicaksono, M.Ed, Ph.D and Mr
Soeparto, M.Pd. It was all because of their patience and guidance for every chapter
and every difficulty found by the researcher, this thesis could be well done.
The last greatest appreciation would be delivered to ILF (International
Language Forum) student unit activity for allowing the researcher to conduct the
research in ILF debate class.
This thesis is submitted to fulfill the requirement to achieve Bachelor Degree
of English Department. The researcher hopes this thesis could be beneficial for
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TABLE F CONTENTS
APPROVAL ... i
LEGALIZATION ... ii
MOTTO AND DEDICATON ... iii
ABSTRACT ... iv
ACKNOWLEDGEMENTS ... v
TABLE OF CONTENTS ... vi
CHAPTER I INTRODUCTION 1.1 Background of the study ... 1
1.2 Statement of the Problem ... 5
1.3 Purpose of the study ... 5
1.4 Significant of the study ... 5
1.5 Scope and limitation of the study ... 6
1.6 Definition of key terms ... 6
CHAPTER II REVIEW OF RELATED LITERATURE 2.1 Debate ... 8
2.1.1 The Elements of Debate (Internal Factor of debate) ... 10
2.1.1.1 Motion ... 10
2.1.1.2 Arguments ... 10
2.1.1.3 Point of information ( P.O.I) ... 10
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2.1.1.5 Judges ... 11
2.1.2 External Factor of Debate ... 11
2.1.2.1 The Condition of Debating Class ... 11
2.1.2.2 The Real Practice of Debate ... 12
2.1.2.3 Bounding ... 12
2.2 Kinds of Debate... 12
2.2.1 The American Format... 13
2.2.2 The British Format ... 14
2.3 Teaching English ... 16
2.3.1 Theory of Teaching English ... 16
2.3.2 Approach ... 16
2.3.2.1 Total Physical Response. ... 16
2.3.2.2 Community Language Teaching. ... 17
2.3.2.3 Content Based. ... 17
2.3.2.4 Participatory Approach ... 18
2.3.2.5 Task Based... 18
2.3.3 Method ... 18
2.3.3.1 Grammar Translation... 19
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2.3.3.3 Audio Lingual. ... 19
2.3.3.4 The Silent Way ... 20
2.3.3.5 Community Language Learning ... 20
2.3.3.6 Desuggestopedia ... 21
2.3.4 Technique ... 22
2.3.4.1 Role Play ... 22
2.3.4.2 Presentation ... 22
2.3.4.3 Group Work ... 22
2.3.4.4 Discussion... 23
2.3.4.5 Game... 23
2.4 Teaching speaking ... 23
2.5 Teaching Academic Debating. ... 24
2.6 Lecturer ... 25
2.7 Coach . ... 25
2.8 Learning English ... 26
2.8.1 Learning English for EFL ... 26
2.9 Nature of EFL Learner ... 27
2.10 Previous Study ... 28
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3.2 Research Subject ... 31
3.3 Data Collection ... 33
3.3.1 Research Instrument ... 34
3.3.1.1 Observation... 34
3.3.1.2 Interview ... 35
3.4 Procedure of Data Collection ... 37
3.5 Data Analysis ... 39
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION 4.1 Research Findings ... 41
4.2 Discussion ... 53
CHAPTER V CONCLUSION AND SUGGESTION 5.1 Conclusion ... 59
5.2 Suggestion ... 60
REFERENCES ... 62
APPENDICES Appendix 1: Observation Transcript ... 64
Appendix 2: Letter of Interview Agreement ... 72
Appendix 3: Transcript of Interview ... 75
Appendix 4: Observation Agreement Letter ... 77
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REFERENCES
Ary, D, Lucy CJ, Sorensen C & Asghar R. 2009. Introduction to Research in Education. Canada: Wad Sworth, Cengage Learning
Brown, H. Douglas. 2000. Principles of Language Learning and Teaching 4th Edition. New York: Longman, Inc
Ellis, Randy, Meriann F. 2011. Debate. United Stated of America: South-Western- Cengage Learning Saxena Mukul, Tope Ominoyi. 2010. Contending With Globalization in World Englishes. Bristol: Short Run Press Ltd
Flick, Uwe, Ernst V.K & Ines S. 2004. A Companion to Qualitative Research. London: SAGE Publication Ltd
Fraenkel, Jack R. 2009. How to Design and Evaluate Research in Education. America: Mc Graw-Hill
Freely, Austin J, Steinberg, David L. 2008. Argumentation and Debate: Critical Thinking for Reasoned Decision Making 12th edition. Australia: Wadsworth Cengage Learning
Fuad, Erik Kemal. 2004. A study on The differences Between Australian and Parliamentary Conducted by The Language Center of University of Muhammadiyah Malang and Australian Parliamentary System. UMM: Unpublished Thesis
Gebhard, Jerry G. 2000. Teaching English as a Foreign or Second Language: A Teacher Self-development and Methodology Guide.United States: The University of Michigan Press
Hayes, Dennis, Toby M & Alec T. 2007. A lecturer's Guide to Further Education. London: Open University Press
Jain, Praveen M. 2008. English Language Teaching: Method, Tools and Technique. Jaipur: Sunrise
Larsen Dianne, Freeman. 2000. Techniques and Principles in Language Teaching. New York: Oxford University Press
Meany, John, Kate S. 2002. Art Argument and Advocacy - Mastering Parliamentary Debate. New York: International Debate Education Association
Murcia, Marianne Celce. 2001. Teaching Englias as a Second or Foreign Language. United States of America: Thomson Learning Wahyurianto, Ibnu. 2009. The
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Proficiency in ESP Speaking Class at Bahasa Indonesia Department of UMM. UMM: Unpublished Thesis
Nafsiyah, Khoirotun. 2011. An Analysis of Language Style Used by English Club Debaters at ILF (International Language Forum) University of Muhammadiyah Malang. UMM: Unpublished Thesis
Phipps Kelly, Eric T & Will T. 2002. Teaching Argumentation and Debate: An Educator's Activities Manual. National Association of Urban Debate
Richards, Jack C, Theodore, S.R. 2001. Approach and Method in Language Teaching. United Kingdom: Cambridge University Press
Rybold, Garry. 2006. Speaking, Listening and Understanding Debate For Non-native English Speakers. New York: International Debate Education Association
Thornburry, Scott. 2007. How to Teach Speaking. Pearson Longman
Training, MTD. 2010. Coaching and Mentoring. Ventus Publishing ApS
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CHAPTER I
INTRODUCTION
In this chapter, the researcher is trying to discuss background of the study,
statements of the problem, purpose of the study, significance of the study, scope and
limitation of the study and definition of the key terms. Each will be as below.
1.1 Background of the Study
Being able to speak in the target language is considered as one of the
indicators that every learner is mastering the target language. Likewise in English, the
learners are called to acquire the language well if they are able to produce some
words orally and communicate English properly. In line with the important of spoken
language, Omoniyi (2010) has stated, “Proficiency in English as a communication
skill is perceived as a crucial skill for survival” (pp. 23). The demand of mastering
English speaking ability not only comes from the internal place of education where
the study tooknplace but also comes from the external factors of educational sector.
For example; in the educational sector such as school and university, the ability of
speaking English is important to help students having better communication to gain a
knowledge from foreigners who recently the number of their involvement in our
education greatly increase. Another example is in non-educational sector; currently,
many local companies build its relation with foreign company to develop its business
range. This situation requires companies to use English as a working language
because in multicultural business relation, the possibilities of working with foreigner
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foreign company or local company and even educational based, required another
additional basic skill, that of English speaking ability.
Nowadays there are lots of methods used to teach speaking such as using
Total physical response, The silent way, Community language learning,
suggestopedia, group discussion, speaking games, role play and debating. Each
method has different strength to interest learners to learn speaking. First, group
discussion is a good practice to study together and courage learners bravery to work
and share their idea with others. Second, speaking games has it strength to package a
process of teaching and learning in fun way. Third, role play has it powers of asking
students in performing and action and creates an interesting act while they are
learning. According to the above examples, then, debate has its power to develop
students critical thinking and also speaking by working in a group.
Most of the method has its power to develop learners speaking ability and
some of the techniques have been proven its effectiveness to develop learners
speaking ability. For the example, the research on group discussion held by Ibnu
Wahyu at Bahasa Indonesia ESP class in the University of Muhammadiyah Malang
(2009). Ibnu’s research shows that group discussion may improve the student’s
fluency in speaking.
Before talking further about the effective teaching method used to teach
speaking, we need to know the problem that commonly appear in speaking class. In
his book Thornbury (2007) said that, “ the problem of speaking ability come from the
students themselves; such as problem in expressing an idea, always repeating the
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problem, Rybold (2006) suggest, “ the use of debate as an effective way to teach
speaking will help learners to overcome their fear and develop oral English skills”
(pp. 2).
According to Steinberg (2008) debate is “ process of inquiry and advocacy, a
way of arriving at a reasoned judgment to preposition”(pp.6). People debate by
explaining a concept of idea using a persuasive manner through his ability of
speaking. The concept of debate is not only focus in developing the critical thinking
but it does also can be expanded to the field of educational aspect in which teaching
English skills especially speaking.
The teaching of academic debating is not a new method that lecturers used to
teach in class. Many lectures sometimes used this way to teach English to their
students. Teaching academic debating is not only used by the lecturers to teach
students in class but also in several places such as student’s unit activity which
focused in developing English skill.
In students’ unit activity, the process of teaching academic debating is
completely different compare with the teaching academic debating that used by
lecturer to teach in class. This could happen because students’ unit activity which has
debating club only focused in teaching debating while in a real class we cannot use
only one method to teach learners because real class has more heterogenic learners
and interest and they are not focus in only learning debating. This fact can implicitly
show us that the academic debating method that is used by debating club to teach
English especially speaking is more varieties and specific compare to the academic
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Recently, debate is being popular and famous in our country. This popularity
is proved by the increase in number of debating club and debating event in the last
three years. The learners' interest in joining debating raise up because many of
learners want to have a good English ability especially speaking like what debaters
have after learning academic debating. ILF (International Language Forum) is the one
of the student’s unit activity which has known as the most active and proficient
English debating club at the University of Muhammadiyah Malang. Furthermore, ILF
has various activities to develop their members' English skill, such as debating,
conversation, news casting, speech and scrabble. From several activities that ILF
provides to increase their member’s English skill, debating is the most dominant
activity that is followed most by the members. The member’s interest in joining
debating class gradually increases because they were motivated to have good English
like the registered debating class member. Furthermore many learners want to get
achievements from debating because ILF debater’s often won in several debating
competition.
In the purpose to know more about debating in detail, there were several
researches which had been conducted. One of them is Nafsiyah’s research held in ILF
at the University of Muhammadiyah Malang. In her research, Nafsiyah (2011)
focused on language style used by debaters. In the research, it was found that
debaters used several language styles, such as formal style, consultative, intimate
style, casual and frozen.
Following the previous research and to know further how the teaching
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forward from linguistic field by finding out the method of teaching speaking using
academic debating used by ILF debating club at the university of Muhammadiyah
Malang. This research could be considered as a new reference of finding out a new
method in teaching speaking using academic debating. This research is still limited
particularly on academic debating teaching method only.
1.2 Statement of the Problems
Dealing with the problem stated in the background, the researcher formulated
the research questions as below:
1. What is the teaching speaking method used by debating coach in debating
class at ILF (International Language Forum)?
2. How is the implementation of the teaching speaking method used by debate
coach in debating class at ILF (International Language Forum)?
1.3 Purpose of the study
In line with the research questions in this present study, the researcher designs
the purpose of this present study as:
1. To describe the teaching speaking method used by the debate coach in ILF
(International Language Forum)
2. To find out the direct implementation of the teaching speaking method used
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1.4 Significant of the study
After studying and analyzing the problem, the researcher expects that this
study gives contributions both theoretical and practical benefits.
1. Theoretically, the result of this study is useful to give contributions to the
development of English teaching method especially speaking in order to help
students mastering speaking proficiency.
2. Practically, this study is expected to give the input to lecturers about an
alternative method in teaching English especially speaking and for the
students, this study can give them a new motivation and guidance in
improving speaking proficiency.
1.5 Scope and limitation of the study
The scope of this study is limited in finding out the method of teaching
speaking in debating class used by debate coach at ILF (International Language
Forum) in 2013.
The limitation of this study is only limited in ILF (International Language
Forum) Debating class. The participants of the debating class come from different
major of study such as English education, pharmacy, international relation, public
communication and engineering.
The purposes of the study are; for the lecturers, it can contibute a new
reference of method to the English teaching especially speaking, and for learners it
can contribute a new motivation and guidance to learn English skill especially
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1.6 Definition of key terms
In order to avoid misunderstanding and misinterpretation the meaning of the
term in this study, the definition of key term is presented. Those terms are:
1. Speaking refers to an ability of the students to express the ideas, feeling, and opinion orally in simple utterances and in a suitable context(Brown 2000).
2. Debate refers to the process of inquiry and advocacy, a way of arriving at a reasoned judgment to preposition (Steinberg 2008).
3. Teaching method refers to a systematic and scientific way of teaching any subject. It guide lecturers” How to teach” and “How his teaching may be
effective” (Jain 2008).
4. ILF (International Language Forum) refers to student unit activity in University of Muhammadiyah Malang which focuses in developing English skill
focused in speaking, News casting, speech and debate.
5. Coach is someone who is inspiring, energizing and facilitating the performance, learning and development of learners (Training 2010)
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To sum up, this chapter has already highlighted the introduction of the study
that consist of; background of the study, statement of problems, purpose of the study,
significant of the study, scope and limitation of the study and the definition of the key
term.
In order to expand the chapter one and to give more clear understanding about
this research, chapter two will discuss about the review on the literature namely;
teaching English for EFL, the nature of Learner in EFL Country, teaching method and
