contoh skripsi

CHAPTER I

INTRODUCTION

1.1    Background of the Problem

                 Nowadays, English is an important language in Indonesia. Because of its importance, it is taught in all of formal school’s degrees, starting from elementary school up to universities. English also taught in courses as an informal school. As students, English learning is very important for them, because to mastery English means that students can use English orally and in written form. in learning English, there are two important things: language in skill and language component. Language in skill consist of reading, writing, speaking and listening skill, and language component consist of grammar, vocabularies, phonology, etc.

                 Speaking, as one of the basic skills in English, is important in order to use English actively. Communicative and whole language instructional approaches promote integration of listening, speaking, reading, and writing in ways that reflect natural language use. But opportunities for speaking and listening require structure and planning to support language development. This digest describes what speaking involves and what good speakers do in the process of expressing themselves. In a conclusion, without speaking can be said that, communication cannot be done optimally.

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“Speaking is an interactive process of constructing meaning that involves producing and receiving and processing information” (Brown, 1994; Burns & Joyce, 1997 in Khoironiyah, 2011: 3).  Its form and meaning are dependent on the context in which it occurs, including the participants themselves, their collective experiences, the physical environment, and the purposes for speaking.  It is often spontaneous, open-ended, and evolving. Speaking requires that learners not only know how to produce specific points of language such as grammar, pronunciation, or vocabulary, but also that they understand when, why, and in what ways to produce language or sociolinguistic competence. Finally, speaking has its own structures, and conventions different from written language.

                 Another definition is given by Hornby (2000: 1289), speaking is making use of word in an ordinary voice, uttering words, knowing and being able to use a language; expressing oneself in words; making a speech. In short, speaking skill is the ability to perform the linguistics knowledge in the actual communication. By speaking with others, we are able to know what kinds of situation are in the world.

                 In speaking, students should master the elements of speaking, such as vocabularies, pronunciation, grammar, and fluency. As a foreign learner in Indonesia, many students have amount vocabularies and mastering the grammatical structure, but they still have difficulties in speaking. This problem also appears to the students of SMA Negeri 5 Kerinci.

                 We should place great emphasis on speaking rather than other components as the main priority in the early stages of language learning. But the fact in the four skills, speaking is usually the poorest for the students in learning English at senior high school. This results from lack of speaking practice tend to be reluctant to written English in class as well as after class. Based on the information obtained from English teacher of SMA Negeri 5 Kerinci who teaches in the tenth grade, it’s found that  about 50% students still difficult to express simple expression in English even greeting and parting expression. He also stated that  the students had low motivation in learning English, because they rarely brought dictionary and text book to school event most of them didn’t have them. It could be proved in researcher observation that 67% of students rarely brought dictionary and text book to school although they have them even 35% of them didn’t have them.

                 The students’ difficulties occured when they speak English. Based on the researcher observation by giving questionare to 63 students of the tenth grade students of SMA Negeri 5 Kerinci in academic year 2012/ 2013, the researcher found out that there were 95% of students stated that they still limitation in mastering the component of language. The 89% of them also rarely practiced speaking English. The  68% of students claimed that they only had a little chance to practice speaking English in the class because their teacher did not speak English in presenting the material lesson even 100% of them stated that they also never practiced  speaking English  out of the class because all of their friends spoke Indonesian. Besides that, there were 86% of students who stated that they still difficult to pronounced the words correctly that make them shy to practice their English orally. Furthermore, the 43% of students stated that the methods applied by the teachers sometimes were not suitable enough to elicit the students speaking that made them felt bored with the class condition, especially in English that’s reputed by 78% of the students as the difficult and mystified lesson. Therefore, they hard to express their expression in English.

                 Those described the effectiveness of teaching and learning speaking in the classroom is still low, so that score was achieved by the students below the KKM, that is 55, could be seen in the table as follow:

Table 1.1: Average Score of Second Semester test of the tenth grade students  

                  of SMA Negeri 5 Kerinci Academic Year 2012/  2013

Class	XA	XB	XC
Average Score	42,81	36,33	41,39

  Source: The administration of SMA Negeri 5 Kerinci

                 Dealing with the characteristics of the class above, we put forward the following technique of learning and teaching that was debate technique. It is a teaching technique to improve verbal communication and critical thinking skills. In debate, the students were devided in two groups, pro and contra about a current issue. Each group had to present and defend their opinion based on the fact and solid information in English. There were some benefits of using debate in teaching speaking. Firstly, it could improve motivation of the students and encourage them to built critical thinking. Secondly, it developed students’ speaking proficiency in communication. Thirdly, it could growth and developed students’ telerance to their friends’ point of view.

                 There were several reasons why did the researcher choose debate. Firstly, debate is one of the modern technique which is used in teaching speaking. It is seen as an active learning process because students will learn more through a process constructing and creating, working in a group and also sharing the knowledge. Secondly, it is an effective pedagogical technique because of the level of responsibility for learning and active involvement required by all students’ debaters (Khoironyah, 2011: 4). It means that, using debate in teaching speaking is an appropriate way to improve verbal communication and critical-thinking skills. Finally, by using debate technique, we have given more chance to the students to practice speaking English.

                 Based on the background above, the researcher decided to carry out the research entitled “The Effect of Using Debate Technique Toward Students’ Speaking Skill at the Eleventh Grade Students of SMA Negeri 5 Kerinci”.

1.2    Identification of the Problems

                 Based on the the backround of the problem above,  there were some problems  that are encountered by students at SMA Negeri 5 Kerinci in speaking English. Firstly, students’ limitation in mastering the component of speaking, therefore they hard to express their ideas in English. Secondly, the students were rarely to practice their English either in or out of the class, because both of their teacher and their friends spoke in Indonesian. Thirdly, the students felt that English was very difficult, and it’s not our language, so it’s not too important to be learned. Fourthly, the students still had low motivation in learning English. It could be proved from their teacher’s information who stated that the students rarely brough a dictionary and text book of English. Finally, The methods applied by the teachers sometimes were not suitable enough to elicit the students speaking that made them felt bored with the class condition, especially in English that’s reputed by some number of the students as the difficult and mystified lesson.

So as the teacher, we have to make some variation and innovation in teaching learning process in other to the students feel happy and enjoy to learn, and give them more chance to practice their English orally. Therefore, they will be motivated to practice speaking English.

1.3  Limitation of the Problem

This research was only focus on investigating the effect of debate technique toward students speaking skill at grade eleventh of SMA Negeri 5 Kerinci. The issue that was used in this research was about pro-against of UN (national examination) for students. The reason of why the researcher chose UN as the topic in this case, because it’s an annual controversial issue in our education, and students as the object of education needed to know about that. Based on the syllabus used at that school, the text used was analytical exposition.

1.4  Formulation of the Problem

                 Based on the description above, the problem of this research was  formulated into the following question:

Ø  Does  debate technique can stimulate students’ speaking skill at the eleventh  grade students of SMA Negeri 5 Kerinci ?

1.5  Purpose of the Research

                 Based on the formulation of the problem stated above, this research was aimed to describe the effect of using debate technique in stimulating the eleventh grade students' achievement in speaking at SMA Negeri 5 Kerinci.

1.6  Significance of the Research

                 The result of the study was expected to be usefull for everybody at any degree.

1.6.1   Theoritically 

The result of this research was expected to be meaningful contribution in:

1.      Assisting the students to fluent and increase their speaking proficiency.

2.      Enriching the teacher’s knowledge about the appropriate technique in teaching speaking.

3.      Giving contribution for the science development that actually debate can be used as the technique to stimulate students in speaking in the classroom activity

4.      This study can be helpful as a feedback for English teachers to think or to find the appropriate method, technique and media to be applied for the next teaching

1.6.2   Practically

1.      Researcher

The result of the study was usefull for the researcher in order to fulfill the degree of English Department in STKIP Muhammadiyah. It is also expected that it can be usefull, one day, when the researcher applies this degree in the real life teaching-learning situation.

2.      Teachers

The result of the study was expected to help teachers to get alternative ways in their teaching process, especially by using debate in teaching speaking.

3.      Students

The result of the study was expected to be useful for the students to enable them to use the language in a creative way and make them think creatively. They, hopefully, stimulated to use their imagination to find a match between the verbal description and the visual elements presented.

4.      Institution

The result of the study was expected to be usefull for all English teachers at SMA Negeri 5 Kerinci to teach their students in English, especially in speaking, without feeling anxiety but cheer the students up and make them smile or even laugh by using appropriate technique.

5.      Science Development

The result of the study was expected to give the other researchers in developing their knowledge and experience in composing academic writing.

1.7  Definition of the Key Terms

1.      Debate is Technique which involves two or more speakers, discussions certain topics, give their point of view opinions, thoughts, and fact. Then giving respond to relevant questions or comment from other in the class.

2.      Speaking is an interactive process of constructing meaning that involves producing and receiving and processing information.

CHAPTER II

REVIEW OF RELATED LITERATURE

2.1  Review of Related Theories

2.1.1  The Notion of Speaking

                 Speaking is one of four language skill which is very important to be mastered by students in order to be good communicator. Speaking is the verbal use of language to communicate with others (Glenn, 2003 in Rubiati, 2010: 7). Tarigan (1990) in Khoironiyah ( 2011: 3) defined that speaking is the basic language, because it is developed in child life, that is preceded by listening skill, and at that period speaking skill is learned. According to Fulcher (2003: 23) “speaking in an ability that is taken for granted, learned as it is through process of socialization through communicating”. Speaking is making use of language in ordinary voice; uttering words; knowing and being able to use a language; expressing oneself in words; making speech (A S Hornby, 2000: 1289).  According to Mukminatien (1999: 4) in Khoironiyah “Speaking ability is complicated because it covers various language components (Grammar, vocabulary, pronunciation, etc.”. It refers not only to the grammatical system of the language but lexical system.

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                 Based on the expert opinions above, we can conclude that  speaking is important for the students who learn a language. It is the way to express the feeling through words, even conversations with others. The most of people communication is done by using spoken language. It means that students have to speak in other to express their aim, feeling, and ideas to the others. Therefore, it can be said that without speaking, a language can’t be learned optimally.

2.1.2  The Elements of Speaking

                 There are many difficulties that is encounter by the students in speaking if they want to be a good speaker. In order to be a good speaker, They have to mastered some elements of speaking. Harmer (2002: 269) in Rubiati (2010: 8) defined that there are four elements of speaking that have to be mastered by the students if they want to be a good speaker. They are connected speech, expressive devices, lexis and grammar, and negotiation language.

1.      Connected speech

In connected speech, sounds are modified, omitted, added, or weakened. Effective speakers of English need to be able not only to produce the individual phonemes of English, but also able to use connected speech fluently. By this reason that we should involve our students in activities designed specifically to improve their connected speech.

2.      Expressive devices

Students should be able to deploy at least some of such supra segmental features and devices in the same way if they are to be fully effective communicators. Native of English change the pitch and stress of particular parts of utterances, vary volume and speed, and show by other physical and non verbal means how they are feeling. The use of these devices contributes to the ability to convey meaning.

3.      Lexis and Grammar

Spontaneous speech is marked by the use of number of common lexical phrases, especially in their performance of certain language function. Teachers should therefore supply variety of phrases for different functions, such as: greeting, agreeing and disagreeing.

4.      Negotiation Language

Effective speaking benefits from the negotiatory language we use to seek clarification and to show the structure of what we are saying. We often need ask for clarification when we are listening to someone else talk.

                 In conclusion, Speaking is not focus on remembering amount of vocabularies and mastering the grammatical structures, but  also we have to master all elements of speaking above. If we have mastered those elements, all information that we deliver will be acceptable by all communicants.

2.1.3  Types of Speaking

                 Brown (2004: 141) defined that basicaly, there are five types of speaking, they are:

1.      Imitative

It is the ability to simply parrot back (imitate) a word or phrase of possibly a sentence.

2.      Intensive

It is the production of short stretches of oral language  designed to demontrate competence in a narrow band of grammatical, phrasal, lexical, or phonological relationships (such as intonation, stress, rhythm, juncture). Examples of intensive assessment task include directed response tasks, reading aloud, sentence and dialogue completion, etc.

3.      Responsive

It includes interaction and test comprehension but at the somewhat limited level of very short conversations, standard greetings and small talk, simple requests and comments, and the like.

4.      Interactive

The difference between  responsive and interactive  speaking is in the lenght and complexity of the interaction, which sometimes includes multiple exchanges and/ or multiple participant.

5.      Extensive (monologue)

It includes speeches, oral presentations, and story-telling. Language style is frequently more deliberative.

            According to the types of speaking above, this research belong to the responsive speaking in which the researcher interview the students by using two or more questions. The researcher asked the students to give their opinion  about UN.

2.1.4  The Importance of Speaking

                 Speaking is very important skill that have to be mastered by the students in English, because by mastering speaking skill they can caryy out conversation with others, express their ideas, and exchange the information. As stated by the Khoironiyah (2011: 2) “The success is measured in terms of the ability to carry out conversation in language speaking involves producing, receiving, and processing information”.

                 Learning and speaking english is an important step in settlement process in the real world, because it helps someone obtain better job. Ibrahim Absyie (2011) in Khoironiyah (2011: 9) stated “ opens the door for employment, integration, and education. Speaking can be the first step to clear, effective communication”

                 According to the statement above, can be conclude that speaking is very important for the students who learns a language. Spoken language is used mostly in the communication. It mean that they have to speak in other to express their aims. Therefore, it can be said that   without speaking, communication cannot be done optimally.

2.1.5  Teaching Speaking

                 The goal of the learning and teaching English in senior high school is communicative competence. Based on 2006 TEFL high school syllabus  and KTSP teacher of English should teach English to the students communicatively, and encourage the students to have communicative competence by creating  the atmosphere of the class that is rich in communication. Kimtafsirah, et al (2009: 6) stated that “in teaching speaking, the characteristic of the class should be students center, cooperative, the students should work in a small groups, they should be active in discussing the tasks and exercises”.

                 According to Bashir, Azeem, and Dogar (2011: 36) there are five stages in teaching speaking. They are:

1.      Pre-production stage 

This stage is also called the silent period. In this stage, the studets just only imitating what the teacher says.

2.      Early production stage

On the second stage, the students have just use short language expressions, but they still can not always use them correctly.

3.      Speech emergence stage

At this stage, the students have a good vocabulary and can use simple phrases and sentences when they communicate with their friends. They have an initiative to try a short conversations with their classmate.

4.      Intermediate fleuncy

At this stage, the students able to use more complex sentences in speaking and share their feeling and expressionthey are able to ask questions to clarify what they are learning in class, and they have been able to work with some teacher support.

5.      Advance fluency

In this stage, the students have increasing facility in discussion using his vocabulary without any proper preparation.

                 In conclusion, teaching speaking is started at teaching the students how to speak in English as their foreign language, and then ask them to be able to pronounce the new language accurately. It’s continued then to guide students to a point where they can begin to judge whether their sound productions are correct or not. At this point, teacher is no longer primarily to correct, but he or she is supposed to encourage students to practice speaking the target language. Meanwhile, teacher should be able to encourage students speaking some sounds, repeating, and imitating him/her. Finally, the students are required to be used to practice and do oral language.

2.1.6  The Factors of Speaking Skill

                 No language skill is so difficult to assess with precision as speaking ability, and for this reason it seemed wise to defer our consideration of oral production tests until last. Moreover, some of the problems involved in the evaluation of speaking skill occur in other forms of language testing. Like writing, speaking is a complex skill requiring the simultaneous use of a number of different abilities which often develop at different rates. According to (Harris, 1969) in Rubiati, (2010: 11) there are five components that are generally recognized in analyses of the speech process:

1.      Pronunciation including the segmental features vowels and consonants and the stress and intonation patterns.

2.      Grammar is the rules about how words change their form and combine with other words to make sentences.

3.      Vocabulary is all the words which exist in a particular language or subject.

4.      Fluency is the ease and speed of the flow of speech.

5.      Comprehension. For oral communication certainly requires a subject to respond to speech as well as to initiate it.

                 The five factors of speaking skill above have important role in speaking. A good speaker has to master all the factors, in other to produce good speech.

2.1.7  The Roles of Teacher in Speaking Class

                 Teachers need to play a number of different roles during the speaking activities As with any other type of classroom procedure. Based on the 1994 TEFL high school syllabus, English teacher should be creative flexible and adabtable to the students. According to Mulyana and Kimtafsirah, (1997:51) in Kimtafsirah, et al (2009: 8) the teacher have to support to find the way to help their students in other to get the fluency in speaking. Besides, there are three particular relevance if the teacher are trying to get students to speak fluently (Harmer in Rubiati, 2010: 14):

1.      Prompter

When the students get lost and can’t think of what to say next, or in some other way lose the fluency teacher expect of them. However, teacher may be able to help them and the activity to progress by offering discrete suggestions without disrupting the discussion.

2.      Participant

The teachers should be good animators when asking students to produce language by giving general description. Sometimes this can be achieved by setting up an activity clearly and enthusiasm. At other times, however, teachers may want to participate in discussions or roleplays themselves.

3.      Feedback provider:

When students encounter the difficult misunderstandings and hesitations in the middle of a speaking activity, the teacher may give a hlepful and gentle correction in other to the students out of it.

                 In conclusion, Teacher plays big roles in teaching learning process, in other to the students get fluency while they are speaking, and out of the difficult misunderstandings and hesitation in speaking activity. Speaking teacher should play the roles above in order to make the speaking class runs well.

2.1.8  Testing of Speaking

                 To know the progress of the students speaking ability  after taking the treatment, the researcher will take a test. Speaking is categorized as productive skill in which we produce utterances that is observable as stated by by brown (2004: 140) that speaking is a productive skill that can be directly  and emperically observed. According to Suwandi and Taufiqulloh (2009: 184) observations of speaking are invariably colored by the accuracy and effectiveness of a test taker’s listening skill, which necessarily compromises the reliability and the validity of an oral production test.  Speaking is probably the most difficult skill to test. “It involves a combination of skills that may have no correlation with each other, and which do not lend themselves well to objective testing” (Kathleen Kitao and Kenji Kitao, http:/ /www. cis. doshisha.ac. jp/ kkitao/ library/ article/ test/speaking.htm,  accesed on may 19^th 2013).

                 The scores in speaking test was taken based on oral proficiency scoring  categories by Brown (2001) in Brown (2004: 172). Look at the table below:

Table 2.1

Oral Proficiency Scoring Categories

NO	CATEGORIES	SCORE
1	PRONUNCIATION: -          Pronunciation problems to severe as to make speech virtually unintelligible. -          Very hard to understand because of pronunciation problems. Must frequently be repeated. -          Pronunciation problems necessitate concentrated listening and occasionally lead to misunderstanding. -          Always intelligible, though one is conscious of a definite accent. -          Have few traces of foreign accent.	1 2 3 4 5
2	FLUENCY: -          Speech is so halting and fragmentary as to make conversation virtually impossible. -          Usually hesitant, often forced into silence by language limitations. -          Speed and fluency are rather strongly affected by language problems. -          Speed of speech seems to be slightly affected by language problems. -          Speech as fluent and effortless as that of a native speaker.	1 2 3 4 5
3	COMPREHENSION -          Cannot be said to understand even simple conversation English -          Can comprehend only “social conversation” spoken slowly and with frequent repetitions. -          Understands most of what is said at slower than normal speed with repetitions. Has great difficulty following what is said. -          Understands nearly everything at normal speed, although occasional repetition may be necessary. -          Appears to understand everything without difficulty	1  2 3 4 5
4	VOCABULARY -          Vocabulary limitations so extreme as to make conversation virtually impossible. -          Misuse of words and very limited vocabulary make comprehension quite difficult. -          Frequently uses the wrong words, conversation somewhat limited because of inadequate vocabulary. -          Sometimes uses un appropriate terms and/or rephrase ideas because of lexical inadequacies. -          Use of vocabulary and idioms is virtually that of native speaker.	1 2 3 4 5
5	GRAMMAR -          Errors in grammar and word order so severe as to make speech virtually unintelligible. -          Grammar and word order errors make comprehension difficult. Must often rephrase sentences and/or restrict himself to basic patterns. -          Makes frequent errors of grammar and word order which occasionally obscure meaning. -          Occasionally makes grammatical and word order errors which do not, however, obscure meaning. -          Makes few (if any) noticeable errors of grammar or word order.	1 2 3 4 5

2.1.9  The Notion of Debate

                 “Debate is an effective pedagogical technique because of the level of responsibility for learning and active involvement required by all student debaters” (Gene, 2001). Hornby (2000: 340) defined debate as “a formal discussion of an issue at a public meeting or in a parliament, and it is an argument or discussion expressing different opinion”.  Moreover, it provides an experience by which students can develop competencies in researching current issues, preparing logical arguments, actively listening to various perspectives, differentiating between subjective and evidence-based information, asking cogent questions, integrating relevant information, and formulating their own opinions based on evidence. As stated by Browne & Keeley (2004) in Joseph (2006: 114) that “to support the reason, the speeker should provide some evidences which can come in the form of expert opinion, results of a research study, statistics, case examples and analogies”.

                 Barkley, et al., (2005: 191) stated that debate is a complex technique that need some preparations, because in debate we need to enough time to choose a topic suitable to a current issue, deviding the students into some group, the students need to read the topic before doing a debate, and define a rule used in debate in other to  it can be done optimally. According to Uno and Mohamad (2011:100) “debate is disigned to solve a problem from a different point of view”.  In debate, the students chose one side of pro-against by using their point of view about an issue. It means that the students are requested to deliver and defend their ideas based on their position in debate”. It is suitable with the 2004TEFL high school syllabus,2006 TEFL high school syllabus and KTSP that states “teacher of English should teach English communicatively”. It means that teacher should encourage the learners to have Communicative competence by creating the atmosphere of the class which is rich in communication.

                 Based on the expert above, can be concluded that debate is a good and an effective technique that can be used to create the atmosphere of the class which is rich in communication, and give them more chance to practice their spoken language in other to the they have communicative competence.

2.1.10    The Strengths and Weaknesses of Debate in Speaking Classroom

2.1.10.1  The Strengths of Debate

                 Debate as a communicative and an interactive technique is an interested activity to be practiced in the classroom. by participating to watch and listen in debate class give some benefits to the students including in speaking skill. As stated by Ehnenger & Brockriede, (1987) in Joseph, (2006: 111) “Debate can develop research ability, critical thinking skills, and public speaking skills”.  Barkley, et al (2005: 192) defined that  there are three benefits of debate for students. Firstly, debate can improve students’ motivation to practice their spoken languange. Secondly, it can encourage students’ in critical thinking, and develop students’ speaking proficiency in comunication. Thirdly, it growthes and developes students’ tolerance and appreciation to the their friends’ point of view.

                 According to Luckett (2006: 119) there are great advantages of debate toward students. Firstly, the students become more active in small-group and class discussion. Secondly, it will improve students confidence while they are giving academic presentation. Finally, it is one of the effective way for training both linguistic and intellectual abilities. Francis J. Buckley (2008: 2) stated that debate has much strength to apply in teaching speaking toward students. Firstly, debate trains the students to  share and cooperate well with one another. Secondly, it trains the students’ responsilility, encourage creativity, deepens friendships and built comunity among teacher. Thirdly, students not bored, but very enjoy with debate activity. Because, every student takes a role in debating, so they are actively join the activity. Finally, it can improve the students’ speaking ability. Speaking skill automatically improved when students practice debating, because they enter into conversations between them as they debate.

                 Besides, Bellon (2000: 4) in Rubiati (2010: 16) also defined that debate has some benefits in teaching and learning process. Firstly, debate makes the students to be usual and able to accept or face the  disappointment and defeat. Secondly, the students are capable of making and defending informed choices about complex issues outside of their own area of interest because they do so on a daily basis. Thirdly, Debate is not only a way to connect students with academic subjects. It can also connects the students to public life. Finally, the policy that is used in debate specifically can teach the students to adopt multiple perspectives which describe as one of the most important problem solving skills.

                 Because of some benefits above, can be conclude that  debate is really need to be practiced in speaking classroom. It is an appropriate technique to apply in teaching speaking as the way to give more chance to the students to practice their English orally in other to their speaking proficiency in communication can be improved and more fluent.

2.1.10.2  The Weeknesses of Debate

                 In learning process, debate  has many weaknesses too. According to  Malley and Pierce in Rubiati (2010: 20) there are several weeknesses of debate in applying it in the classroom. Firstly, debate technique only can be used for specific subject, such as subject that related with agreeing and disagreeing and giving argument. Secondly, debate needs long times and preparations. Many preparations need in debating in order to make debate runs well. Students should prepare their arguments before debate to make them easier to attack the opponent’s opinion. Finally, it makes the students’ emotional in defending their argument. Many students can’t manage their emotion when they defend their argument.

                 Although it has some weeknesses too as stated above, its benefits are more great especially on in teaching speaking, because it geves more chance to the students to practice their English orally.  Moreover, it weeknesses can be minimized by the teachers.

2.1.11  A Debate Classroom

                The form of debate is varied in use. In speaking classroom, debate can be taken such the following procedures: as stated by Barkley et al. (2005: 193):

1.      Make two proposition, pro and contra

2.      Give explaination to the students about the rules in the debate.

3.      Devided the students into some groups which consist of four up to six students.

4.      Give and devide the times to the students in each teams to

-          introduction their group (1 minutes)

-          presenting argument or rebuttal (3 minutes),

-          competing debate (10 minutes)

-          make a conclusion ( 2 minutes)

                Pedersen, 2002 in Rubiati (2010: 19) defined that there are several procedures in applying debate technique in the classroom, named:

1.      The students  are divided into some teams.

2.      Selecting debate topic and assigning the two teams to debate the topic.

3.      Ensuring that the participants have time beforehand to prepare for the arguments and to collect supporting data to present during the debate.

4.      Presenting the topic and format of the debate.

5.      An example format of the debate as following:

a.       Side 1 presents opening arguments, with three members each giving a statement.

b.      Side 2 presents opening arguments, with three members each giving a statement.

c.       Side 1 has chance for rebuttal

d.      Side 2 has chance for rebuttal

e.       Side 1 has chance for a second rebuttal

f.       Side 2 has chance for a second rebuttal

g.      Side 1 takes time for a conclusion.

h.      Side 2 takes time for a conclusion.

                 Besides, Luckett (2006: 113) defined that debate classroom has several procudures. Firstly, devide students into two teams, an affirmative team anda negative team. Each team consists of three speakers. Each speaker is geven responsibility for one speech. The debate begins with the First affirmative and  First negative constructive speech. The debate then returns to the Second affirmative and second negative constructive speech. Finally, the debate then concludes with the negative rebuttal that is followed by the affirmative rebuttal.

                 In conclusion, debate technique need a good preparation in applying in the classroom. Firsts, the students have to devided into some groups. Secondly, the teacher have to give a current topic of issues to the students, and give them enough time to prepare their arguments. Finally, the teacher have to deliver the rules that is used in debate in other to the classroom activity can run well.

2.1.12    The Concept of Teacher’s Existance Technique

The existance technique that is used by the English teacher of SMA Negeri 5 Kerinci in teaching speakings discussion technique. According to Fauziati (2002: 6) in Khoironiyah (2011:12) “The students may ain to arrive at a conclusion, share ideas about event, or find solutions in their discussion groups”. In this way, the discussion points are relevant to this purpose, so that students do not spend their time chatting with each other about irrelevant things. For example, students can become involved  in agree/ disagree.

The procedures in applying this technique are:

1.      The teacher can form groups of students, preferably 4 or 5 in each group.

2.      Provide controversial sentences like “UN is not relevance with our educational curriculum vs. UN is very important to our educational curriculum need”.

3.      Each group works on their topic for a given time period.

4.      Then, each groups present their opinion in front of class orally that is equally divided among group members.

This activity fosters critical thinking and quick decision making, and students learn how to express and justify themselves in polite ways while disagreeing with the others (Khoironiyah, 2011: 12). For efficient group discussions, it is always better not to form large groups, because quiet students may avoid contributing in large groups. The group members can be either assigned by the teacher or the students may determine it by themselves, but groups should be rearranged in every discussion activity so that students can work with various people and learn to be open to different ideas. Lastly, in class or group discussions, whatever the aim is, the students should always be encouraged to ask questions, paraphrase ideas, express support, check for clarification, and so on.

2.2  Review of Related Findings

                 There were some previous studies that was related to this research:

1.      Khoironiyah, (2008). “The Implementation of Debate in Teaching Speaking at Eleventh Year Students of SMA Negeri 2 Rembang in the Academic Year 2011/2012”. The subject of the research is 44 students who sit in XI IPA. This research found that using debate as the technique in teaching speaking can increase the ability and capability students in speaking. The writer carried out the study by using some instruments such as speaking test, observation check list and questionnaire. After collecting the data, the writer can conclude that the implementation of debate gave influences in speaking skills of the students and the method can be used as the alternative to teach speaking.

2.      Fitriyaningsih, (2008). Improving Speaking Skill Through Debate Of The Eleventh Year Students Of Sman 2 Wonogiri In 2007/2008 Academic Year”. The research findings prove that debate is an effective technique in teaching speaking to improve the students’ speaking skills. The method used in this research is collaborative action research between the senior high school English Teacher (Teacher H) and the researcher. The research was conducted in three cycles from May 3rd until May 28th 2008 at the eleventh grade students of SMA Negeri 2 Wonogiri. The research data are colleted by using techniques of qualitative and quantitative data collection which include: observation, interview, research diary, document analysis and the mean score of pre-test and post-test.

3.      Richa Rubiati, (2010). “Improving Students’ Speaking Skill through Debate Technique (A Classroom Action Research with First Semester Students of English Language Teaching Department Tarbiyah Faculty at IAIN Walisongo Semarang in the Academic Year of 2010/2011)”. The result of this study shows that using debate technique can improve students’ speaking skill. This study is conductd in two cycle.  The increaing of students speaking ability is proven by students’ test score that improved in every cycle. In the first cycle, the students’ average score was 65.3 and in the second cycle students got 76.6. The participant of this study was 31 students in class TBI 1B.

2.3  Hypothesis

                 The hypothesis of this research is formulated as follow:

H₀ : There is a significant effect of debate technique toward  students’s

          speaking ability at the eleventh grade students of SMA Negeri 5

          Kerinci.

H_I : There is not a significant effect of debate technique toward students’

          speaking ability at the eleventh grade students of SMA Negeri 5

          Kerinci.

2.4  Conceptual Framework

		Result

           

                 In other to avoid the misunderstanding, the writer use conceptual framework as follow: students have difficulties in speaking. So the writer conduct experimental research  by using debate technique. In other to this research has better result, the writer took two samples or in this case two classes, experimental class and control class. Experimental class use teaching treatment with the debate technique, and control class use teaching treatment without  the debate technique. Finally, the writer will find the result by using t-test formula to find out whether there is significant effect of using debate technique toward students’ speaking skill.

CHAPTER III

RESEARCH METHODOLOGY

3.1  Type of the Research

Based on the problem that has been stated previously, this research is an experimental research which consist of two variables namely debate technique as independent variable  and students speaking ability as dependent one. This statement is supported by Fathoni (2006: 99) who states that experimental research is a trial of method to investigate the effect of a certain variable toward an another one.  This research is designed to investigate the effect of students’ speaking ability by using debate technique. Shortly, the research focuses on how debate technique influences students’ speaking ability.

The research  is conducted through two classes which are the experiment class which uses debate technique and the control class which do not use one as a treatment. As stated by Suhardjono (2012: 56) that “experimental research is aimed to collect the information or data  about the effect of applying a treatment”. The design of this research uses groups pretest - postest design, as follows :

Table 3.1

Research Design

Class	Pre-test	Independent Variable	Post-test
Experiment Control	Y1 Y1	X -	Y2 Y2

Where  :

X         : Independent Variable

Y₁        :Dependent Variable before the manipulation of the independent   Variable

Y₂        : Dependent Variable after the manipulation of the

  independent Variable.

This research consist of two variables, dependent and independent variable. A dependent variable is the variable that will be measured in the research, and the independent variable is the variable that can influence the dependent variable. The dependent variable in this research is the eleventh grade students’ score of speaking ability. The independent variables is the use of debate technique.

3.2  Population and Sample

3.2.1 Population

Gay and Airasian (2000: 122) stated that population is the group of interest to the researcher, the group that which she or he would like the result of the study to be generalizable, so in this research the population is all of the eleventh grade students of SMA Negeri 5 Kerinci. It has four classes at the eleventh grade. The total number of students at the eleventh grade of SMA Negeri 5 Kerinci academic year 2013/ 1214, can be seen in the table below :

Table 3.2

Research Design

No	Class	Number of Students
1 2 3 4	XI IA1 XI IA2 XI IS1 XI IS2	26 27 31 29
Total		113

           

3.2.2 Sample

According to Sugiyono (2009: 118) the sample is some part of the total and characteristic that is has of the population. In this research, the technique of selecting sample is cluster random sampling technique. The cluster random sampling is area sampling technique that is used to choose the sample if the object or sources of the research are wide (sugiyono: 2009: 121). Therefore, the writer uses this technique in selecting sample, because all of the class is taught by the same English teacher, so all of the them are taught by using the same syllabus, lesson plan and material lesson too. Moreover, eleventh grade of SMA Negeri 5 Kerinci consists of wide population. So by using clusters sampling technique is more practical to get the samples.

 Before getting sample, previously the researcher will give speaking test to the eleventh grade students of SMA Negeri 5 kerinci, and finds their average score, variance, and standard deviation. Then,  researcher do normality test to students score by using liliefors test. It’s aimed to know whether the population has normal distribution or not. The steps in doing liliefors test, as follow:

1.      Find the students’ average score

2.      Find the standard deviation score

3.      Find the standard score (Z_i)

4.      Check  the Z_i score to the table, and find the opportunity of F(z_i)

5.      Find the proportion of standard score (S_(zi))

6.      Find the difference score of F(z_i) and S(z_i), by using the following formula

7.      Determine the highest score of L₀ and compare to L_table. If L₀ < L _table the distribution of population is normal, but if L₀ < L _table the distribution of population is not normal.

Afterthat, the researcher will do the homogenity test by using Bartlett test as stated by Sudjana (2005: 262) as follow:

1.      Make a table of the units needed in bartlett test.

Table 3.3

Bartlett Test

Samples	dk	1/dk	Si2	Log Si2	dk (log Si2)
1	n1 – 1	1 / (n1 – 1)	S12	Log S12	(n1 – 1) Log S12
2	n2 – 1	1 / (n2 – 1)	S22	Log S22	(n2 – 1) Log S22
-	-	-	-	-	-
-	-	-	-	-	-
k	nk – 1	1 / (nk – 1)	Sk2	Log Sk2	(nk – 1) Log Sk2

To get the equal classes, the researcher uses the speaking score of pre-test that has been given to all classes. Then, it is calculated based on the result of homogeneous sample test by using bartlett test formula as follow:

  (Sudjana, 2005: 263)

Where  :

x²         = chi square

ln 10    = napier logarithm (2, 2026)

B         = unit value of Barlett

n_i            ­­= number of sample

S_i²      = combination of varians value

3.3  Instrumentation

In conducting the data, the researcher uses the speaking test.  Type of the test that is used in this research is Responsive Speaking, question and answer. Douglas Brown (2004: 159) stated that “that tasks can consist of  one or two questions from an interviewer, or they can make up the portion of the whole battery of questions and prompts in an oral interview”. Based on what is said by douglas brown above, in this case the researcher will interview the students as the test-takers about an issue that they have been debated.

3.4  Procedure of The Research

3.4.1 Research Procedure of Experimental Group

1.      Greeting

2.      Take pre-test

3.      Students are divided into some groups, each group is consist of three students.

4.      Selecting debate topic and assigning the two teams to debate the topic.

5.      Give explaination to the students about the rules in the debate

6.      Ensuring that the participants have time before hand to prepare for the arguments and to collect supporting data to present during the debate

7.      Give and devide the times to the students in each teams to

-          introduction their group (1 minutes)

-          presenting argument or rebuttal (3 minutes),

-          competing debate (10 minutes)

-          make a conclusion ( 2 minutes)

8.      Presenting the topic and format of the debate.

9.      An example format of the debate as following:

a)      Side 1 presents opening arguments, with each three members giving a statement.

b)      Side 2 presents opening arguments, with each three members giving a statement.

c)      Side 1 has chance for rebuttal

d)     Side 2 has chance for rebuttal

e)       Side 1 has chance for a second rebuttal

f)       Side 2 has chance for a second rebuttal

g)      Side 1 takes time for a conclusion.

h)      Side 2 takes time for a conclusion.

8.      Give post-test

3.4.2 Research Procedure of Control Group

1.      Greeting and take attendance list

2.      Give pre-test

3.      The students are taught by using the existance technique that is used in SMA Negeri 5 Kerinci, where:

-          Students are asked to make a discussion text on the title of UN (National Examination)

-          They are asked to present/ deliver their text one by one in front of class orally

4.      Give post-test

3.5  Technique of Collecting Data

The data of this research is quantitative data that is students’ score in speaking test. To obtain the data, researcher give the pre-test and post-test for both experimental and control class. The pre-test is used to know the students’ basic ability in speaking proficiency before giving treatment. After giving pre-test, the treatment is conducted by using debate technique for experimental class, but the control class is taught without debate technique. Then, in the last meeting, the students in experimental and control class do the post-test. The aim of the post-test is used to see the effect of debate technique to the students’ speaking ability. This effect is known by using t-test  formula.

The score of the students are interpreted based on the scoring interpretation of students’ achievement. The students’ score are interpreted in categories, very good, good, fair, weak, poor. It is based on Arikunto (2006: 245)

Table 3.3

The score interpretation for students’ achievement

SCORES	CATEGORIES
80 – 100	Very good
66 – 79	Good
56 – 65	Fair
40 – 45	Week
0 – 39	Poor

Because of the total of raw score of speaking test is 25, the students’ raw score previously change to the 100 standard score before interpreting into the scoring interpretation of students’ achievement. As suggested by Arikunto (2006: 236) that teacher need to change the students’ raw score from doing a test directly into 100 standard score, by devided students’ raw score to maximum raw skor, and times by 100%. So the students’ score can be fomulated as follow

3.6  Technique of Analysing Data

To analyze the students’ score in pre-test and post-test, the writer uses t-test. According to Gay and Airasian (2000: 485) t-test is used to determine whether or not there is a significance difference between one variable with other variable. So, the post-test score from the control and experimental class will be calculated by using t-test to know wether or not there is a significance effect of using debate technique to the students’ speaking ability at the eleventh grade students. The formulation of t-test is as follow:

Where:

t           = the value of t-calculated

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