The result of this research showed that the classroom debate technique plays a positive role in improving the speaking skills of students in the eleventh graders of MAN 1Metro. It means that using the classroom debating technique can improve the speaking skills of the students. It can be concluded that the speaking skills of the students in the eleventh class of MAN 1 Metro can improve through class debate.
DEDICATION PAGE
I highly dedicate this undergraduate thesis to
My lovely friends, who always support me by giving the wonderful motivation to me
My beloved almamater State Institute for Islamic Studies of Metro
Praise be to Allah SWT, the lord of the universe, inspiration of this life, that the researcher can finally complete the graduation thesis titled "IMPROVING THE SPEAKING PERFORMANCE OF STUDENTS THROUGH CLASSROM DEBATE TECHNIQUE AT THE ELEVENTH GRADES OF MAN 1 METRO IN ACADEMIC YEAR 2017" /2018”. This undergraduate thesis has been prepared in fulfillment of the requirement for the degree of Sarjana Pendidikan (S.Pd) in the English Education Department of IAIN Metro. The greatest thanks also go to both my advisor, Dra.Widya Ninsiana, M.Hum and Mr. Ahmad Subhan Roza, M.Pd, who have continuously provided their support, time and guidance to enable the researcher to complete the undergraduate thesis.
INTRODUCTION INTRODUCTION
- Background of the Research
- Problem Identification
- Problem Limitation
- Problem Formulation
- Objectives and Benefits of the Research 1. Objectives of the Research
Regarding the background of the above research, the researcher formulated the problem in this research that “can the use of debate technique in the classroom improve the speaking performance of students in the eleventh grades of MAN 1 Metro. Students are expected to be able to improve their speaking performance using debate. To enable the teacher to recognize the advantages of using the debate technique for the development of students' speaking performance.
REVIEW OF THE RELATED THEORIES
Theoretical Review
- Concepts of Speaking Performance a. Definition of Speaking
- Talk as transaction
- Talk as performance
- Teaching talk as interaction
The difference between responsive and interactive speech is the length and complexity of the interaction, which sometimes involves multiple exchanges and/or multiple participants. There are all three genres described in the previous section, or some will receive more attention than others. Furthermore, some of the problems involved in assessing speaking skills occur in other forms of language testing.
The Measurement of Speaking Performance
- Concepts of Debate a. Definition of Debate
Debate is also an excellent conflict resolution tool that emphasizes peaceful and tolerant communication and respect for the opinions of others.28 Moreover, it can make us someone who easily respects others' opinions. Subsequently, Alfred Snider and Maxwell Schnurer stated in his book that a debate is a communication event, where the mode of operation is oral or written communication and serves as a performance and as a method of conveying ideas and arguments. Based on several definitions above, it can be concluded that debate is used to make a speaking situation where opposing opinions and arguments are possible solutions to a problem and question.
Action Hyphotesis
The topics discussed in this chapter were variable and the operational definitions of variables, setting of the study, subject of the study, procedure of the study, data collection technique, research instrument, data analysis technique and indicator of success.
Variable and The Operational Definitions of Variables
Dependent variable is a property or characteristic that is dependent on or affected by the independent variable. To measure the students' speaking performance, the researcher conducted speaking performance test by giving a topic for the students to discuss.
Setting of the Research
Subject and Object of the Research
Action Plan
Based on the observation, the researcher realized the problem that occurs to the students and their problems in speaking. Based on the collected data, the teacher and the researcher discussed and made an evaluation to determine the next cycle. The 1st cycle was not successful, so the researcher completed the II. The researcher analyzed the results of all the tests and compared the overall score of the students' achievements.
Data Collection Technique
The researcher gave the test in the first meeting before the research to know the students' skills before doing the action research. Improvement can be identified if the mean post-test scores are higher than the pre-test. While conducting the observation, the researcher will make the observation sheet which contains the list of students' activities.
Data Analysis Technique
The researcher used documents taken from the data of the school, such as the total of the students, the teachers and the condition of the school.
Indicators of Success
- Description of Research Location a. The History of MAN 1 Metro
- Description of the Research
This means that the students did not meet the minimum standard at MAN 1 Metro and the students' speaking performance was low. So this was the reason why the researcher used classroom debate technique to improve the students' speaking performance. Based on the result of the pre-test score, the researcher identified and found the problems after taking the students' pre-test score.
At the end of the meeting, the researcher gave feedback to the students about the learning process. The researcher motivated and informed the students about the activities in the next meeting. The post-test was done to know how the students performed after giving a treatment.
Student activity in the learning process of cycle 1 No student activities Frequency Percentage 1 Students pay attention. However, the result of the majority of students had improved even though the state of the learning process was quite uncontrolled. Then, the percentage of students was active in giving suggestions/feedback (66.6%) and students were able to complete the task (63.3%).
Based on results, the students can increase the speaking performance and the researcher stopped in cycle 2.
INTERPRETATION
Based on the table above, it can be seen that the pre-test of the students had the highest score of 70 and the post-test is 75. Then, the presentation of the students passing the pre-test was 16.7% and the post-test was 36.7% progress was 20%. Based on the table above, it can be concluded that the classroom debate technique can improve students' speaking performance.
The table shows the significant improvement of the students' average score from the pre-test, post-test 1 and post-test 2. To summarize, it can be said that through the classroom debate technique, students' speaking performance can be improved. This observation of student performance was taken when the learning instructional process occurred in the classroom by the researcher.
Table of student activities in cycle 1 and cycle 2 There are no student activities Cycle 1 Cycle 2 increasing. The students' attention to the teacher's explanation improved from the first meeting to the next meeting. Students who asked the question answered by the teacher improved from the first meeting to the next meeting.
Based on the above data, it can be concluded that the students felt comfortable and active in the learning process, as most of the students showed a good improvement in learning activities when the debate technique was used in the learning process in class I to II.
Conclusion
Suggestion
Mengenal pasti fungsi sosial, struktur teks dan unsur linguistik dalam ungkapan memberi cadangan dan tawaran, serta memberi respons, mengikut konteks penggunaannya. 4.1 Draf. Mengenal pasti fungsi sosial, struktur teks dan unsur linguistik dalam ungkapan yang menyatakan fikiran dan pendapat, mengikut konteks penggunaannya. Mengenal pasti fungsi sosial, struktur teks dan unsur kebahasaan dalam ungkapan harapan dan doa dengan sayap (dipanjangkan), mengikut konteks penggunaannya. 4.3 Draf.
Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciri-ciri interaksi harapan dan doa. fungsi sosial, struktur teks, dan unsur kebahasaan). Analisis fungsi sosial, struktur teks, dan unsur kebahasaan teks undangan resmi, sesuai dengan konteks penggunaannya 4.4. Siswa menerima umpan balik dari guru dan teman tentang fungsi sosial dan unsur kebahasaan yang disampaikan dalam kerja kelompok. Komunikasi.
Mengenal pasti fungsi sosial, struktur teks dan unsur linguistik teks prosedur dalam bentuk panduan dan petua, mengikut konteks penggunaannya. Mengenal pasti fungsi sosial, struktur teks dan unsur linguistik untuk menyatakan tindakan/fakta/peristiwa serta mengemukakan soalan tanpa menyebut pelaku dalam teks ilmiah, mengikut konteks penggunaannya. Analisis fungsi sosial, struktur teks dan unsur linguistik teks eksposisi analitik pada topik yang umumnya hangat diperkatakan, mengikut konteks penggunaannya.
Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan teks biografi pendek dan sederhana tentang tokoh terkenal, menurut. Siswa secara berkelompok menulis/menyalin teks biografi dengan memperhatikan fungsi, struktur, dan unsur kebahasaan sosial. Secara berpasangan, siswa menganalisis beberapa teks biografi dengan fokus pada fungsi sosial, struktur dan unsur kebahasaan.
Menghayati dan mengamalkan ajaran agama Islam
- Kompetensi Dasar dan Indikator
- Tujuan Pembelajaran
- Materi Pembelajaran
- Metode Pembelajaran dan pendekatan yang dilakukan oleh guru Pendekatan pembelajaran : Scientific
- Langkah-langkah Kegiatan Pembelajaran
- Penilaian
- Penilaian Kemampuan Bebicara Siswa Rubrik Penilaian
Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dalam ungkapan mengungkapkan pendapat dan pikiran, sesuai dengan konteks penggunaannya. Menyusun teks lisan dan tulis untuk mengungkapkan dan menanggapi ungkapan pendapat dan pikiran, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks. Siswa mahir menggunakan ungkapan untuk menyatakan pendapat dan pikiran, setuju dan tidak setuju dalam teks lisan dan tulis sesuai dengan konteks dengan memperhatikan fungsi sosial, struktur teks dan unsur kebahasaan, berperilaku benar dan adil, disiplin, percaya diri dan bertanggung jawab.
Siswa mampu berdebat dengan menggunakan ungkapan untuk menyampaikan pendapat dan pemikiran tentang suatu hal, setuju dan tidak setuju dengan pendapat orang lain. Ada masalah dengan pengucapan yang menuntut pendengar untuk memberikan fokus penuh dan terkadang ada kesalahpahaman. Sulit dimengerti karena ada masalah dengan pengucapan, sering mengulang Kosa kata sangat terbatas.
3(55%-69%) The answer fits the question and can be understood, even if there are errors in pronunciation and grammatical function. 1(0-39%) Do not understand the conversations and the answer cannot be accepted due to grammar mistakes so it cannot be understood .. Methods of delivering arguments, ideas/opinion). Able to build a specific case driven by supporting arguments based on the fundamental questions such as; What, why, how and can provide the conclusion (so what is the conclusion) and the order of delivery is systematically good.
4(70%-84%) Able to give his/her opinion on a certain matter, starting from what, why, and can also give the conclusion at the end of conversations.
