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STUDENTS’ SPEAKING ACHIEVEMENT: THE
APPLICATION OF DEBATE TECHNIQUE FOR TEACHING
Akhmad Rizaldi Rasyid Islamic University Of Kalimantan
rizaldirasyid03@gmail.com
Iwan Perdana
Islamic University Of Kalimantan
Angga Taufan Dayu Islamic University Of Kalimantan
ABSTRACT
This research entitled Students’ Speaking Achievement: The Application of Debate Technique for Teaching to fifth year student of UNISKA Banjarmasin. This research is conducted to measure students’ speaking achievement through debate technique. We learn English to communicate, thus speaking is the real prove of speaking ability. The researcher wants to investigate the student speaking achievement by using debate technique in teaching. In this research, researcher uses descriptive quantitative method. The instrument of this research is test. The test has done by the lecturer in the class with 24 students. From the result of the test the minimum score that student get is 72 and the maximum score is 85 while the mean score is 75.21. based on the score, Debate is an effective way for improving student speaking skill especially for college student. The teacher can apply this technique in teaching speaking.
Keyword: Teaching Speaking, Debate.INTRODUCTION Practice English in communication need to know the knowledge of the language. For most language learners, being fluent in mastering a language is one of the criteria to be called as a successful learner. In this globalization era in which communication plays an important role, speaking is one of the important English skills that should be mastered.
For this reason, it should be considered by people to prepare themselves to study English earlier. Because of this we need to learn English seriously to have many experiences especially in international level. Speaking is the active or productive skill Widdowson (1984:58).
According to Clark and Clark (1977:233) speaking is fundamentally an instrumental act. Based on the two definitions above, we can say that speaking is a communication between two or more people. The important think of speaking activity is the people who interact can understand each other. In this language there are four skills that must be mastered by the students. There are speaking, listening, writing and reading. In this research the researcher will be focus on speaking because speaking is one of the important skills in English language.
In fact, speaking is not an easy skill to be mastered.
Even most of the university students are unable to speak English well although they have learned the language for at
least four years. This may be caused by many internal and external factors, the internal factors such as fear of making mistakes and shyness (Fanny Septya Christy, 2008) the external factors such as lack of environment to practice English inside and outside classrooms. Since most of students rarely use English outside the class, and also cause the technique that used by the teacher in teaching speaking is monotone. This monotonous teaching technique can make the students feel bored and make them lose their curiosity in learning speaking.
A research by Carna Wiwitanto (2201464578) Languages and Arts Faculty Semarang State University in his study
“The use of Australian parliamentary debate system as an English interactive program based on disciplined eclecticism approach to implement KTSP in teaching speaking (an action research of the year eleven of science program of senior high school 11 Semarang in academic year 2009/2010)”. He concluded that debate which is applied to teach students class XI students of senior high school was an effective technique. It could encourage the students to explore their knowledge as well as to speak and it was proven by the statistical result analysis of pre and post-test that by using debate to teach speaking could improve the Students’
speaking skill. The T – test result (13.64) was higher than table (1.55) at 0.05 alpha level of significant. While in this research the researcher has used the British parliamentary system, and the researcher done the research in University.
During studying in Islamic University of Kalimantan from the first semester till now, the researcher finds many students can’t speak fluently cause of some problem, such as lack of vocabulary, doesn’t have self-confident and lack of opportunity to practice their English. After clasifying the problem, the researcher try to find the solution. Based on the researcher experience as a debater, with joining an English debate club or anything related to the debate activities, students would produce better speech and can build their critical thinking in discussion to stand their arguments or against the opponent. Through classrooom debate, students will practice to organize their speech including their comprehension, fluency, vocabulary, pronunciation and grammar around problems and solutions, causes and results, and similarities and differences.
METHOD
Research Design and Setting
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Quantitative was chosen as the design to do this research. As stated by Gay ET. AI. (2009:7) in their “Educational Research”
quantitative is the collection and analysis of numerical data to describe, explain, predict, or control phenomena of interest.
The type of research was used descriptive because the researcher only focuses to measure the matter, method and manner of UNISKA’s students.
This research was conducted at UNISKA. This campus is located at Jl. Adhyaksa No. 2 Kayu Tangi, Banjarmasin 70123 on February to May 2020.
Population and Sample
The number of the students on the fifth semester of regular
morning class in UNISKA is 25 students. All the population was taken as the sample of the research.
Instrument
According to Frankeal (2003) the entire process of preparing to collect data is called instrumentation.In this research, the instrument used to collect data was test.
Data Analysis
The researcher analyzed the data using SPSS application to find mean score, the standard deviation, the median, the mode and percentage.The researcher analyzed the students’ score based on the assesment criteria of UNISKA.
No Name Letter Grade
A B C D E
1 YA
2 MS
3 TU
4 AA
5 SRR
6 MR
7 YYH
8 NR
9 MNK
10 SL
11 A
12 LW
13 SM
14 MA
15 MF
16 MRY
17 TIP
18 SA
19 MI
20 SO
21 IYF
22 MAR
23 MH
24 SAN
Total 3 21 0 0 0
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FINDINGS AND DISCUSSION
The result of the test can be seen on the Table 4.1.
Table 4.1 the grade score of students score on debtae The data shows that the student get a good score in the debate class,it shows that the students reach a good achievement in speaking. As we can see on the table there are 3 students who get score A and 21 students get B score.
CLOSING Conclusion
The conclusions are presented based on the result of analysis as presented in chapterIV on the basis of their result:
1. The use of debate technique can make students to speak communicatively. The students can speak confidently and share their opinion in front of many people. It show thatdebating activity encourage students to deliver their argument in sccepted way. The students were able to present good debates. It is proven that there were many rebuttals on it. The existence of rebuttal indicates students were able to create a communicative debate.
2. The implementation of debate technique also can build up the students‟ critical thinking ability, proven by the students‟ ability in build argument in debate session. They could define the motion, developing the time line, and composing the split from the given motion, and the arguments are always linked back to the motion. They were also able to choose arguments that should be taken to compose rebuttal. This technique also make students more enjoy, motivated and brave to speak English in many people, especially to deliver an opinion. With this activity they feel challenged to think critical, explore a good idea to be an arguments for the debate.
3. The students were interested in the debate activity in their speaking. Most of them were enjoyed and responses that debate was an amazing activity, the topic of debate were interesting, there got many improvements in speaking through this activity. This research concludes that the lecturer in UNISKA Banjarmasin has using debate technique in teaching English speaking to improve students’
speaking skill, besides that also to prepare the students to be a good debater candidate.
Suggestion 1. For the Teacher
The teachers should be creative in teaching, cause English language is not an easy subject to learn for some students. So the teacher should find a good way to
make students enjoy and motivate in learning English language. Teachers also need to know the psychological condition of their students, so that they could create such an interesting learning activity. Teachers also need to know what the students like and dislike dealing with the teaching style, and use it wisely as the key in teaching English.
2. For Students
The students should keep in mind that mastering English language is very important. Besides, the students should be able to think critically todecide what to do dealing with any problems they got. The students should have confidence in speaking class.
3. For Researcher
Based on the limitation of the study, the scope of material of this research is limited on the teaching English speaking using debate technique. The researcher realizes that this research is far from being perfect. The researcher hopes that this result research could open the extend research for other researcher who wants to conduct research about the implementation of debate technique in teaching-learning process in different perspectives.
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