Judul Skripsi : Using Australian Debate Technique to Increase Students' Speaking Ability in Second Year SMA 1 Sungguminas (Classroom Action Research). Using the Australasian Debating Technique to Increase the Speaking Ability of Students in the Second Year of SMA 1 Sungguminas (Classroom Action Research). How the affective Australian debate technique can increase students' speaking ability in terms of fluency (confidence.
The aim of this research was to find out the use of Australian debate technique to enhance students' speaking ability. The research findings showed that the use of Australian debate technique can increase students' speaking ability.
INTRODUCTION
- Background
- Problem Statement
- Objective of the Research
- Significant of the Research
- Scope of the Research
It is caused by low creativity of the teacher to determine the learning technique to talk to the students. Based on the background above, the researcher decides to conduct a study titled "The Application of Australasian Debate Technique to Increase The Students' Speaking Ability at The Second Grade of SMA 1 Sungguminasa". How is the affectivity Australasian Debate Technique to increase the students' speaking ability in terms of speaking ability (confidence.
For the teacher, this research helps the students' problem with their pronunciation and vocabulary, so that the teacher can increase the fluency and achieve the standard of English (KKM). To clarify the problem it is necessary to limit the problem. The researcher narrows down the problem to “Using the Australasian Debating Technique to Increase the Speaking Skills of Second Grade Students of SMA 1 Sungguminasa”.
REVIEW OF RELATED LITERATURE
- Previous Related Research Findings
- Consept of Speaking
- Definition of Speaking
- The Elements of Speaking
- Techniques in Teaching Speaking
- The Concept of Debate
- Definition of Debate
- Advantages of Debate
- The Parts of Debate in Australasian System
- Aplication Australasian Debate System in Classroom
- The Conceptual Framework
The teacher should choose suitable activities above according to the level of the students. Any teaching and learning process can be fun if the teacher provides the right activity based on the level of the students. Propose the motion and ask the students to indicate which side of the position they most support.
It would like to continue in cycle II if the researcher feels that the students are not yet active. Students achieve student speaking accuracy (pronunciation) and fluency (confidence) towards speaking achievement using the Australian debating technique.
RESEARCH METHOD
- Research Design
- Research Procedure
- Research Variables and Indicators
- Research Subject
- Research Instrument
- Procedure of Collecting Data
- Data Analysis
Increasing the speaking accuracy (pronunciation) of the students. The use of the Australasian debate technique could increase the speaking accuracy (pronunciation) of the students. The table above shows that the speaking skills of the students increase in terms of speaking skills (self-confidence). Therefore, the increase in the speaking skills of the students increased significantly from Cycle I to Cycle II.
The use of Australasian debating technique had an effective effect because it could increase the students' speaking ability in terms of accuracy (pronunciation). This means that the target has been reached by the changing category from fairly good to good category 2. The Students' Speaking Fluency (Self-confidence). The students' speaking ability could be increased through Australasian debating technique, because in this method they could give their argument.
Applying Debate Technique to Improve Students' Speaking Skills (Action Research in the Second Year Classroom of Mts Sa Miftahul Huda Pabelan, Semarang Regency 2011/2012). Improving students' speaking skills through debate technique” (An action research on first semester students of English Language Teaching Department in TBI class 1b Faculty of Tarbiyah at IAIN Walisongo Semarang).
FINDINGS AND DISCUSSIONS
Findings
The findings of this Classroom Action Research concern the response to problem statements, which was intended to increase students' speaking ability in terms of accuracy (pronunciation) and fluency (confidence). The finding of this research reveals that the use of Australian debate technique can increase the speaking ability of students in Class XI MIA 10 at SMA 1 Sungguminasa. The above table showed that the students' speaking indicators in terms of accuracy (pronunciation), the average score in the first cycle was 68 and in the second cycle it was 80.
So the increase in the number of pupils from Cycle I to Cycle II was 18%. This increase was quite good for changing the category of student performance in Cycle I from a fairly good category to a good category in Cycle II. The table above proved that the use of Australasian debating techniques in the teaching and learning process could increase students' speaking accuracy after taking action in Cycle I and Cycle II. In order to clearly see the increase in the speaking accuracy (pronunciation) of the student, the following graph was presented.
So the students' increase from cycle I to cycle II was 12%, this increase was quite good to change the category of students' performance in cycle I from fairly good category to good category in cycle II. The above table proved that the use of Australasian Debate Technique in teaching and learning processes could increase students' speaking fluency (confidence) after acting in Cycle I and Cycle II. The chart above shows that the increase in students' speaking fluency (confidence) from the first cycle 69 to the second cycle 77 was 12%. Finally, Australian debating technique was effective for the students.
The result of observing the activity of students in the teaching and learning process in terms of using the Australian debate technique to increase the speaking ability of students in the second years of SMA 1 Sungguminasa in class XI, which was conducted in 2 cycles during 8 meetings, it was taken by . But in Cycle II the researcher tried to give clearer instructions on the Australian debate technique and tasked the students who as an audience, so that they pay attention to the debate going without disturbing the debate process. Through the above graph, the researcher concluded that the Australian debate technique was effective and could increase students.
Discussions
It proved the students' pronunciation before researcher applied the Australian debate technique, where the students' pronunciation was still low, even for some familiar words, the researcher still found the students'. After the debate was used, the students' pronunciation increased because through the debate the students had the opportunity to practice producing words with good pronunciation. This activity did at every meeting, so it is enough to build students' confidence.
In the first cycle, the students were active enough, but in the second cycle, the students' activity was classified as good. Based on the result of the study, the researcher found that the students' participation in each meeting of the two cycles improved normally. From the first meeting of the second cycle, the student activity had increased from 79.69% to 90.10%, on average for the students.
This was evident from the students' achievement in the speaking test in terms of accuracy (pronunciation) in the second years of SMA 1 Sungguminas, the average accuracy (pronunciation) score of the students in cycle I was 68, in II. accuracy (pronunciation) from cycle I to cycle II was 18%. Students' speaking ability in terms of fluency (self-confidence) in the second years of SMA 1 Sungguminas, the average accuracy score of students in cycle I was 69, in cycle II. from I. to II. of the cycle was 12. The speaking activity of students in the second year of SMA 1 Sungguminas was the average score of the students in the I. cycle of 75.78 and in the II.
Improving students' speaking ability using the method of situational language teaching (A classroom action research in eighth grade students of SMAN 2 Sungguminas. 2011. Improving students' speaking ability using the role rotation method (Action research in a classroom of SMAN first year students). 2 Sungguminasa Kabupaten Gowa Improving speaking ability students using the three-step interview technique (Action research in the classroom among students of the eighth grade of SMP Tridarma MKGR Makassar).
CONCLUSIONS AND SUGGESTIONS
Conclusions
The Increasing of the Students’ Speaking Accuracy (pronunciation)
To clearly see the increase in speaking skills (confidence) of the students, the following diagram was presented:
The Increasing of the Students’ Speaking Fluency (self-confidence)
To clearly see the increase in the students' speaking ability, the following graph was presented:
The Increasing of the Students’ Speaking Ability
The result of the students' observation of their activity can also be shown in the diagram below:
The Increasing of the Students’ Activeness Ability
For the students, who were tasked as an audience with writing the words they lacked in pronunciation, they heard from their friends who were debating, as well as the researcher. After the debate was over, the researcher asked the audience to collect the words they had written, and then the researcher mentioned the words in good pronunciation and the students repeated them. In order to help the students remember the good pronunciation of the words they practiced together after the debate, the researcher asked the students for the next meeting before the lesson to repeat the mentioned words and do this whole activity in every meeting.
By using the debating technique, it trains the students to be brave in practice their ability to speak English in front of the class by giving their arguments which they had based on the topic given by the researcher to each team. Another effort that the researcher made to increase the students' confidence, after giving the students material, the researcher asked the students to perform dialogue in front of the class that the students had made from the material about expressions that the teacher had taught. It proved by the researcher finds that the average score in the first cycle the students just got 69 and in the second cycle the students got 77 with an increase of 12%.
The researcher observed the students' activity to evaluate the application of the Australian debate technique in the teaching and learning process to enhance the speaking ability of the students of SMA Negeri 1 Sungguminasa in class XI MIA 10 which was conducted in 2 cycles during 8 meetings was taken by the observer through the observation sheet. This result shows whether the students' activity has met the teacher's expectation to achieve a significant improvement of 68, 30% from the first cycle and the second cycle. If students have no idea, don't give them an answer, instead ask the next question).
