, Pada Artikel yang anda baca kali ini dengan judul THE EFFECTIVENESS OF DEBATE IN IMPROVING STUDENTS’ SPEAKING ABILITY AT TWELVETH GRADE STUDENT OF SMAN 3 PONOROGO IN ACADEMIC YEAR 2012/2013 , kami telah mempersiapkan artikel ini dengan baik untuk anda baca dan ambil informasi didalamnya. mudah-mudahan isi postingan yang kami tulis ini dapat anda pahami. baiklah, selamat membaca.
this file presented by: Nashihatur rosyidah (MANY THANKS FOR HER)
I. RESEARCH TITLE The Effectiveness of Debate in Improving Student’s Speaking Ability at Twelveth Grade of SMAN 3 Ponorogo in Academic Year 2012/2013.
II. Background of Study
English is an international language. It the first foreign language taught to secondary school student in Indonesia is a compulsory subject. Student are obliged to master English to a certain extent. This is aimed in preparing them easily to adjust today’s global nation in which English is used as a means of oral and written communication.
As stated in syllabus. The objective of teaching English for Senior High School is make improvements on communicate in English through listening, speaking, reading and writing.The most people, mastering the art of speaking is the most important aspects of learning a second language of foreign language and success is measured in terms of the ability to carry but a conversation in the language.The ability to speak a foreign language is without doubting the most highly prized language skill, and rightly so because one who can speak a language well can also understand it and can learn to read it with relative ease. Bygate suggest that oral interaction can be characterized in term of routines, which are conventional (and therefore predictable) ways of presenting information which can either focus on information or interaction. English as a second and foreign language is taught and learned in the classroom. Students are supposed to show their natural performances in mastering English as what native speakers do in normal communication. Researcher could hardly find some classes that include special English speaking activity. There are many reason for it, such as limited time is allocated for teaching English. Students do not have enough time to actually learn to speak in the class because the teacher strongly concerns to teach the grammar and syntax and students motivation in less to make those situation become better. The possible way is to make another class outside formal classed such as an extracurricular activity.
There are many activities to increase student’s speaking skill in extracurricular activity. Those activities have many technique one of the technique that can be used to develop student’s speaking ability is debate. The concept of active debate is not only to enable student to speak fluently and accurately as native speakers thinking. To speak fluently, they should have enough vocabularies, expressions and be able to share opinions. Therefore debate is the highest level of technique in assessing student’s speaking skill.
Debate has been used in several English classes in united states, such as at the EPI (English Program for International) at university of south Corolina and the English classes at university of Arkansas. It proved that debate could be one of teacher’s technique to increase student’s speaking ability.
In Indonesia, English debating competition has been one kind of competitions to motivate student in increasing. Their speaking capability. But for Senior High School. English debate is not too popular as speech or drama whereas it could be a valid indicator in assessing listening and speaking skills at the students.
There are a couple Senior High School in Ponorogo which use debate as one kinds of technique for a extracurricular activity. In this case, SMAN 3 Ponorogo has on extracurricular activity which applies debate as one activity which is concerned in improving student’s speaking ability.
Based on the identification above researcher made a research on the study if effectiveness of debate in improving student’s speaking ability at twelveth grade of SMAN 3 Ponorogo in academic year 2012/2013.
III. Identification of the Problem
From the background of the study there are lots of problem concerning with the speaking skills. Those problem can be stated as follow:
a. The student’s had low activeness in teaching speaking.
b. The students were difficult to explore their idea and speak fluently.
c. The students had low achievement in teaching speaking.
d. The students did not have enough time to speak English in the class.
e. The students can explore their idea by debate method in teaching learning process.
f. The teachers hold control and the students attitudes during teaching-learning process.
IV. Limitation of the Study
Based on the identification of the problem above. It can be taken the limitation of the problem bellow: “The effectiveness debate method in improving student’s speaking ability to the twelfth grade of SMAN 3 Ponorogo in academic year 2012/2013.
This research will use Standard competence as follow’’ Mengungkapkan pendapat dalam kelas debat’’.
Base competence that will be used in this research is ‘’Mengungkapkan argument,pendapat,sanggahan,dan tanggapan saat debat berlangsunga’’
In this research especially for indicator, the researcher hopes that the students are be able to use grammar, vocabulary, pronounciation, in improve their speaking ability.
V. Research Focus
To avoid irregularities in the research this study only focused on the effectiveness debate in improving student’s speaking ability to the twelfth grade of SMAN 3 Ponorogo in academic year 2012/2013.
VI. Statement of the Problems
Regarding to the background to the study the problem statements are formulated into:
1. Is debate effective in improving student’s speaking ability.
2. Is there significant relation that the use of debate method in improving student’s speaking ability?
VII. Objectives of the Study
1. To find out weather debate method is more effective than the other methods in improving student’s speaking ability.
2. To explore that debate is significance to improving students speaking ability.
VIII. Significance of the Study
This study focuses on the effective method of teaching speaking English by using debate method in improving student’s speaking ability and the result is expected to have it benefits pointed to:
1. Teachers
The result of study is expected to many the methods teachers teach speaking English, especially the English teacher of SMAN 3 Ponorogo.
2. Students
The result of study is expected to make students more confident is speaking classroom, particularly the twelfth grade students of SMAN 3 Ponorogo in academic year 2012/2013.
3. Readers
This study offers limited scope of discussion regarding the effectiveness of debate method in improving student’s speaking ability. The result is expected to make readers interested in observing the effectiveness of this method from other points of view.
IX. Review of Related Literature
1. Theoretical Background
A.Speaking
a. The nature of speaking
Speaking is the verbal language used to communicate with others.Lado point out that speaking ability is described as the ability to express oneself in life situations, or the ability to express sequence in ideas fluently. Speaking consists of producing systematic verbal utterances to convey meaning (Utterances are simply things people say). Florez point out that speaking is an interactive process of constructing meaning that involves producing, receiving and processing information. It is often spontaneous, open-ended, and evolving. It means that speaking is the ability of somebody to express or to give ideas using verbal communication to communicate with others spontaneously. And it involves producing, receiving and processing information.
b. The characteristic of successful speaking
The characteristic of successful speaking activirt as stated by Penny Ur name: a. Learners talk a lot as much as possible of the period of time allotted to the activity is in fact occupied by the learner talk.
b. Participation is even. Classroom discussion is not dominated by a minority of talk active participants: all get chance to speak, and contributions are fairly evenly distributed.
c. Motivation is high. Learners are eager to speak because they are interested in the topic and have something new to say about it.
d. Language is of an acceptable level, learners express the in selves in utterances that are relevant, easily comprehensible to each other, and of an acceptable level of language accuracy.
In order to success students speaking ability, students need to have ability to talk a lot, participants to talk, motivations and language acceptable level.
c. The assessments of speaking
The assessment of speaking is to asses, oral language on systematic and have procedures or reassessment activities that can seedily be incorporated into plans by making assessment reflecting to instructions it will increase the validity and reliability of assessment approachs. The assessment of speaking is states as follows:
a) Pronunciations and intonation
The outer of speech is sound, the speaker must firt deside w hat to say, be able to articulate the words, and create the physical sounds, that carry meaning.
Second language learners therefore need a knowledge of the language they wish to speak an understand of the phonetic structural of the level of individual word and an understanding of intonations. b) Accuracy and fluency
In learning English as foreign languages learners often errors Ehen they are speaking. In teaching speaking it is common to correct high gravity error immediately, low gravity errors can wait.
We could point the following as phenomenon that we many wish to consider as helping to define what mean by “fluency”. 1) Hesitation consisting of pauses, witch can be unfilled (silence) filled (with noises like “erm”.
2) Repeating syllables or word
3) Changing words
4) Correcting the use of coherent save devise, particularly pronouns.
5) Beginning in such a way that grammar predicts what comes
6) Next, but the speaker changes the structure of the utterance part way trough.
7) Grammar
c) Grammar
Grammatical correctness is a main poin were speech is connected. A core grammar for informal speaking wpuld probably need to include the following items. 1) A command of present and past simple, and the to use the latter to sequence narratives.
2) Familiarity with use of the continues and perfect forms of verbs, boot to frame and background information in narratives.
3) A knowledge of the most frequently occurring modal and semi modal verb (I, e, can, will, would, have to going to, used to).
4) The ability to formulate questions, especially not only yes /no but also WH- questions.
5) Some basic conjunctions (and, so, but) in order to string together sequences of causal and non causal units.
6) One or two all-purpose quoting expression of the said… and then I said type.
d) Comprehension
Comprehensions is an exercise aimed at improving or testing students understanding of language (written or spoken).
It explains that to maximize students speaking opportunities in order to success students speaking ability, there must be the assessment include students pronunciation and intimation, accuracy and fluency, grammar and students comprehensions.
B. Teaching
1. Definition of teaching
Teaching is a system involves components influence one another systematically. This statements depends on
Pengajaran adalah suatu sistem yang terdiri atas komponen-komponen yang saling bergantung satu sama lain secara terorganisasi yaitu: tujuan, materi pelajaran, metode mengajar media (alat peraga), pengorganisasian kelas, dan evaluasi)
It means that some teaching components are about the purpose, lesson material, teaching method, tool, class management, and assessment. Oemar Hamalik states that the definition of teaching is on and on development and achievement. According to his definition, it is concluded that:
1. Teaching is some activities of teacher to convey the knowledge toward the students.
2. Teaching is interaction during teaching-learning process between the teacher and their students. Teaching involves of purpose of teaching, students in learning, teacher in teaching, teaching tolls, assessment and teaching situation.
3. Teaching as a system involves the teacher profession, the development and achievement of students as developed organism, the purpose of teaching, curriculum, lesson plan, counseling, and society relationship.
4. Teaching is the process of education. Teaching activity aims to achieve the purpose of education . 2. Principles for Teaching Speaking
1) Be aware to the differences between second language and foreign language learning contexts.
2) Give students practice with both fluency and accurary.
3) Provide opportunities for students to talk by using group work of pair work, and limiting teacher talk.
4) Plan speaking tasks that involve negotiation for meaning.
Design classroom activities that involve guidance and practice in both transactional and interaction speaking
3. The natural of debate
a. The definition of debate
Debate refers to the process of considering multiple view points and arriving at the judgment and its application ranges from an individual using debate to make a decision on his or her own mind to an individual or group using debate to convince others to agree with them. b. The Implamantation of debate
To prepare students for debate, teacher to make sure that students have been given all the necessary and information in order to research and present their side of the issue. To prepare, students would have ti become thoroughly familiar with each of character perspectives on the issue addressed.Here are the steps of debate: a. Competitions debating using format, the rule of the debate made to regulate students to speak one at a time and each side the same amount of time and opportunity to prove their point. With formats people are regulated speak one at a time each side given he same amount of time and opportunity to prove their point. b. Develop a very controversial question relating to the material
c. Divide in two groups, one prepares the case in favor of oral testing, the other against (it does no matter, for moment, witch side you are really on, prepared the case for you group as convincingly as you can for the sake of the arguments) d. Create two four-groups within each group of debate
e. Ask each sub-group to prepare and develop arguments based to the views represented by groups. At the end the discussion, each sub-group chooses a speaker.
f. Prepare two to four (depending) on the number of exiting sub-groups) for speaker pros and cons with the same amount and other students sit behind the spokesperson.
g. Start the debate by allowing any group that would start with the speaker for presenting their views. This process is called an opening argument.
h. After listening to the opening of the arguments, stop the debate return to the sub group to prepare arguments to counteract the opening arguments of the opponents. Each sub-group is better to choose a new spokesperson.
i. Continue to the debate. A speaker for the line of sight required to give counter arguments. When the debate took place, the other participants are encouraged to provide the records containing the proposal, argument, or rebuttal.
j. At the end of the debate. No need to decide which groups win, draw a circle class. Discuss what students learned from experience debate ask students to identify the best arguments they think.
4. The advantages od debate
According to Ruth Kennedy, Blooming University of penssuylvania, the benefits of in class-debate are: a) Students learn more effectively by actively analyzing, discussing, and applying content in meaningful ways rather the by passively absorbing information.
b) It cultivates the active engagement of students, placing the responsibility of comprehensions on the shoulders of the students.
c) Students place a hanger value on learning by participating than on learning by being lectured at and receiving information’s passively.
d) It is better to be development of students hinger order thinking skills than traditional instructional strategies such as lecture.
5. Previous study
Before the researcher will hold this research the researcher studied previous research as follow:
Puspitasari, Armyta. 2010. The Implantations of Debate in Improving student’s speaking a bility (case study) at SMAN 3 Ponorogo In Academic Year 2009-2010 A Thesis, English Education Departement Faculty of Education state Islamic College of Ponorogo (STAIN Ponorogo).
6. Theoretical Framework
The improving speaking can use many interesting techniques or methods such as debate method, with debate method students be able to share their opinions idea and arguments. It also can help them to speak English fluently and confidently beside that. Student can increase their critical thinking.
In this research the researcher hope that debate is effective to improve the student speaking ability.
7. Hypothesis
Based on explanations above, the researcher takes hypothesis that the as of debate method able to improve student’s speaking skill for the twelfth grade student of SMAN 3 Ponorogo in academic year 2012/2013.
X. Research Methodology
A. Research Design
This research applies a quantitative approach. For quantitative researcher. The purpose of study prelateship. Basically, this research stood carefully. This research is done to verity the theories, it tends to involve numbers in order to measure the valid result by involving statistical analysis.
In this case the research use experimental research of quantitative approach. It is used to test in order to know the influence of the use the different technique or method. There requirement are required, those are giving control, manipulation and observations. It involves two groups. It involves pre and post test then observation
B. Populations and sample
1) Populations
Population is the research object as a target to get and collect data. Populations of this study is all of students of SMAN 3 Ponorogo in academic year 2012/2013.
2) Sampel
Sample is a half and or a part of the population which is being researched. Sampel of this studi is ten students are included in debate class of an intracuriculler of SMAN 3 Ponorogo in academic year 2013/2013. C. Variable
1) Independent variable
The independent variable of this study is debate method.
2) Dependent variable
The dependent variable of this study is student’s speaking ability.
D. Instrument of data collection
- Observation
R. Murray Thomas Offers an idea, “ Gathering Inforemation by means of observation involves watching or listening to the events than recording what occurred. According to Dewalt & Dewalt, observation involves more than just “hanging out”. Playful and self-aware observes use observation systematically. The researcher should describe the purpose of the observing, the phase of the study in witch it is likely to most fruitful, and the use of field notes to respond to the research question. In other words observation has a goal of obtaining information by seeing and hearing phenomenon while it is happening. The technidve can be useful in clarifying, checking, and classifying the phenomenon.
In this research, observation was applied to figure out and to describe the effectiveness of debate as an extra curricular activing and to know how it improved students’ speaking ability at SMAN 3 Ponorogo in academic year 2012/2013 by watching/or listening to the events, than recording what occurred.
- Documentation
Syamsuddin and Damianti describe, documentation technique is used to collect the data from non life sources. These sources consist of document and record.in other words. Documentation is used to collect data whit document and record. In this research, the while debate mention taking a picture while debate was in process recording what was happening burring the process of debate and document the student’s achievement from the effectiveness of debate in improving students speaking ability at SMAN 3 Ponoorgo in academic year 2012/2013.
- Questioner
Questionary is a printed lis of question to be answer by a number of people, especially as part of survey the connection of qualitative and quantitative is useful to strength the evidence. Then it will be sufficed. The questioner for students consist of is question with the detail:
a) Item number 1 and 2
The question include students opine about English language. In general.
b) Item number 4
Students effort in improving their capability in English
c) Item number 4
Students opinion about speaking in general and school facilities to support the program
d) Item number 7
The question about students participation in the program.
e) Item number 8,9,10,11,12,13 and 14
The students opinion about debate to improve their capability in their pronunciation motivation, problem solving, critical thinking empathy and confidence.
f) Item number 15
Question about students suggestion for the program.
E. Technique of data analysis
After the data had been collected the research analysis the data by using the research analyzed the data by using different technique stated. The data analyzing are quantitative and qualitative data. The result of analysis is to see weather the implementation of the debate method secceful or not. So that the decision to stop to continue the next cycle can be taken.
Students involvement and test are classified as quantitative date and file notes are classified and qualitative data. The data obtained from the result of observation the students responses from teaching activities by using debate method.
In this case, T-tes use to analyze the result of the test. There are two kinds of T-tes. Independent and non independent, in this research the writer use T-non. Independent experiment with 5 % significance level or 1% significance level with this formula as follow:
1. Determining mean of deviation
2. Determining of T-test
Notes:
To = T-observation
Md = mean of definition post-test and pre test
∑x2 d = sum of definition degree
N = subject
d = gain
(N-1) = d.b = degree of freedom
XI. Organization of the Proposal
The proposal cnsist of three chapters as follow:
Chapter 1 : In introduction that contain background of study, identification of the study, limitation of the study, research focus, statement of the problem, objectives of study, and significancy of the study.
Chapter 2 : Review of the related literature. This chapter give the explanation about the theory of speaking, theory of teaching and teaching speaking, and theory of debate.
Chapter 3 : Research methodology. This chapter consist of research design, population and sampel,variables, instrument of data collection, and technique of data analysis.
REFERENCES
AR. Syamsuddin and Damaianti, Vismalia S. metode Penelitian Pendidikan Bahasa (PT Remaja Rosda Karya. Bandung, 2006.
David Nunan. Language teaching methodology. Longman: Malaysia, 1991.
Ghanesa, English Debating workshop, how to debate (Yesc, SMAN I Ponorogo, 2003.
Glenn Fulcher. Testing school language speaking person longman: London, 2003.
Kathleen M. Bailey. Practical English language teaching: speaking the Mc Graw Hill. 2005.
Kurikulum 2004. Standart Kompetensi SMA dan MA (Departemen Pendidikan Nasional . Jakarta: 2003.
Marshal, catherina and B. Rassman. Greatceh designing qualitative research. Sage Publications, USA, 2009.
O’malley Michael. Authentic Assasement for English language learners.
Penny Ur. A Course in language teaching practice and theory conmbrige university press: Britain, 1995.
Robert Lad. Language testing the construction and use foreign language test . Longsmans: Britain, 1961.
Sabarguna, Boy S. analysis data Pada Penelitian Kualitatif. Universitas Indonesia Press. Jakarta, 2006.
Scott Thorn Busy. How to teach speaking Longman: London.
Thomas R. Murray, Blendering Qualitative and quantitative research methods in theses and dissertatiuons . carwin press: USA, 2003.
Widianingrum, Retno. Statistika . Pustaka Felicha. Yogyakarta, 2011.
Zaini, Hisyam, dkk. Strategi Pembelajaran Aktif di perguruan Tinggi (CTSD)
THE EFFECTIVENESS OF DEBATE
IN IMPROVING STUDENTS’ SPEAKING ABILITY
AT TWELVETH GRADE STUDENT OF SMAN 3 PONOROGO
IN ACADEMIC YEAR 2012/2013
Proposal of the Final Project
Presented to
State Islamic College of Ponorogo in partial fulfillment of the requirement
for the assignment of Research Lesson in English Language Education supervised by Tintin Susilowati, M.Pd
By
NASHIHATUR ROSYIDAH
NIM : 210910017
FACULTY OF EDUCATION
ENGLISH EDUCATION DEPARTMENT
STATE ISLAMIC COLLEGE OF PONOROGO
2012
