THESIS PROPOSAL: IMPROVING STUDENTS' SPEAKING COMPETENCE THROUGH DEBATE TECHNIQUE
IMPROVING STUDENTS’ SPEAKING COMPETENCE THROUGH DEBATE
TECHNIQUE IN THE ELEVENTH GRADE OF MA PLUS MUNIRUL
ARIFIN NW PRAYA
ACADEMIC YEAR 2018/2019
A THESIS
PROPOSAL
Written by:
LALU BOHARI
NIM : 17411020003
IKIP MATARAM
PROGRAM PASCA
SARJANA
PROGRAM STUDI
PENDIDIKAN BAHASA INGGRIS
2018
CHAPTER I
INTRODUCTION
This
chapter provides a brief description of whole contents of the research
including background, research questions, objectives of the research,
significance of the research, definition of terms.
1.1 BACKGROUND OF THE STUDY
English is the most widely spoken language in
the world. This requires a good English comprehension by the people. In
teaching and learning process, English is given an important place in education
in Indonesia. Speaking is one of the language competence in studying English.
Then, the most important competence that should be mastered by students is
speaking. Speaking is an activity where the students have an opportunity to
activate the various elements of language they have stored in their brains
which means they should be able to use words and phrases fluently without very
much conscious thought (Harmer, 2007: 123). As Thornbury (2005: iv), states
that speaking is a competence, therefore it requires to be practiced and developed
and that there is more speaking than to form grammatically correct sentences
than to pronounce them.
Speaking
is a productive competence, just like writing, a competence which is more
difficult compared to reading and listening. According to Khotimah (2014:51)
stated that making students speak English is a difficult job for English
teachers. It needs a long process of practice and learning. She also said that
students of foreign language learners see that their native language is
completely different fromEnglish while an opportunity to learn English and
practice it in their real life is very limited in time and space. Therefore,
they need more practice to speak English. To be able to produce, students need
to be sufficiently equipped with vocabulary, grammar, general knowledge and
speaking strategies. In receptive competences –listening and reading- students
are to receive, to absorb, and to understand. But in productive competences, in
this case speaking, they have to express ideas, to communicate directly.
According
to Akerman and Neale (2011: 6), “Debate or other public speaking training forms
in oral communication have a role in developing children’s and young people’s competences,
in terms of supporting their progress in education or in developing qualities
such as confidence”. Furthermore, Rose (2011: 2),adds “Debate activity is a
very successful teaching technique which facilitates learning in depth as
students’ research and weigh evidence within and across different subjects or
topics, learn to distinguish facts from opinions, and present well-considered
arguments”. This shows that debate activity is an activity that can be used as
one of good technique that can enhance the students’ speaking competence during
teaching and learning process.
In MA Plus Munirul Arifin NW Praya, there is
almost no particular method in teaching learning speaking, because students do
not have the chance to practice their speaking in class. Most of English lesson
is focused on grammar. That is the reason why the students’ pronunciation is
bad and the students do not have courage when they were asked to practice
speaking. The researcher thendecided to conduct an
experimental research on speaking because the researcher wanted to introduce
correct pronunciation to the students and also wanted to know whether or not
there is a significant difference in teaching learning speaking competence
using Debate Technique and those who are taught using traditional one.
Based on the explanations above, the researcher
decides to conduct a research entitled “Improving
students’ speaking competence through debate technique in the eleventh grade of
MA Plus MunirulArifin NW Praya Academic Year 2018/2019” Students speaking ability hopes can be improved after implementing of
debate technique.
1.2 Research Questions
The writer would
like to formulate the research questions as follows:
1. How far is the improvement of students’ speaking competence after being
taught using debate technique?
2.
How does debating technique
improve students’ speaking competence ?
1.3 Objectives of Research
The
objective can be stated as follows:
1. To
describe the implementation of debate technique to improve students’ speaking
ability
2. To
identify how much students’ speaking ability improvement after being taught by
using debate technique.
1.4 Significance of Research
1. To
the researcher : this
study helps the research to develop his knowledge and experience in composing
academic writing.
2. To
the students :in
this study the students are expected to be able to improve their speaking competence by
using debate.
3. To
the teacher : this
study is expected
to help teacher to get alternative ways in their teaching process, especially
by using debate.
4. To
the school : the
school is achievement of learning goals, according to the standard of
competence specified
1.5 Definition of Term
In order to avoid
misunderstanding, the following terms are defined as follow:
Improving means to go through a process of natural growth
Speaking
Somjai
and Jansem (2015:29) defined speaking is interaction between speakers with a
listener. They also added that speaking has been defined as making use of words
in an ordinary voice.
Speaking competence
Gani,
Fajrina, and Hanifa (2015:20) defined speaking competence is an ability to
orally express opinions, thoughts, facts, and feelings to other people.
Muslichatun (2013:23) stated that speaking competence is one of the productive competences
of language learning. She added that speaking competence is very important to
pay attention to the attainment of this competence as by speaking people can
communicate with other people orally.
Debate Technique
Murphy
and Zeuschner (2003: 1), suggest that Debate Technique is one of the oldest
activities of civilization in which speakers argue for acceptance of various
answers to a given question. Little wood (1981), argues that “Debate Technique
is about a real or simulation issue. The learners’ roles ensure that they have
adequate shared knowledge about the issue and different opinions or interest to
defend. At the end of the activity, they may have to reach a concrete decision
or put the issue to vote”..
Akerman
and Neale (2011: 9) argue that “debate can be described as a formal discussion
where two opposing sides follow a set of pre-agreed rules to engage in an oral
exchange of different points of view on an issue”
Zare
and Othman (2013:1506) states: Debate has the potential to improve speaking.
Based on the explanation
above, the researcher concludes that Debate Technique is a good activity in
teaching analytic thinking competences and it is a great educational tool for
developing argumentation competences in teaching English speaking.
CHAPTER
2
REVIEW OF THE RELATED
LITERATUR
This
chapter describes the concepts related to the research, such as speaking and
debate. This chapter also describes the theoretical assumption and hypothesis.
2.1. Concept of Speaking
In this sub-chapter,
the researcher describes the concept of speaking such as definition of
speaking, speaking competence, and factors of speaking.
2.1.1 Definition of Speaking
Speaking is one of
ways to express our feeling and deliver idea. Argawati (2014:74), Speaking is
an activity used by someone to communicate with other(s). Based on this
statement, someone is able to deliver the meaning of their mind. Speaking is
the main competence in communication than other competence. It means that
speaking is the part of the most crucial. On the other hand, Mart (2012:91)
defined speaking is being capable of speech, expressing or exchanging thoughts
through using language.. Meanwhile, Somjai and Jansem (2015:29) defined
speaking is interaction between speakers with a listener. They also added that
speaking has been defined as making use of words in an ordinary voice.
2.1.2 Speaking Competence
Speaking
competence is productive competence. Speaking competence is the ability to
express idea orally with arguments and sharing idea of fluency, grammar, and
diction. Gani, Fajrina, and Hanifa (2015:20) defined speaking competence is an
ability to orally express opinions, thoughts, facts, and feelings to other
people. They also stated that the students learn how to organize ideas, arrange
sentences, and express language in spoken form with good pronunciation and
comprehensible language. According to Indah Muslichatun (2013:23) stated that
speaking competence is one of the productive competence of language learning.
She also added that speaking competence is very important to pat attention to
the attainment of this competence as by speaking people can communicate with
other people.
According to
Argawati (2014:74), speaking competence is partly a reflection of someone
whether he/she masters this language or not. It means that the speaking
process, we try to communicate with each other and use our language to send
message to second person. In this case, the speaking process needs at least two
people. One is a speaker who produces information ant the other as a rather
listener who receive the information. It can be concluded that speaking competence
is the ability to express idea orally with argument of fluency, grammar, and
diction.
2.1.3 Teaching Speaking
According
to Khamkhien (2010:184), teaching and learning in class should not emphasize on
speaking phrases or everyday expression, but also we have to focus on
communication in the real situation. A speaking lesson as Hadfield (1999) in Setiyadi (2007:6.11) notices is a kind of bridge for learners
between the classroom and the world outside. Therefore, there are three
features of speaking activities to bridge the classroom and the real world (1)
practice opportunities for (2) purposeful communication in (3) meaningful
situations. Hadfield in Setiyadi (2007:6.11) also stated that there are three
stages to develop speaking competences that may meet, they are setting up,
practice speaking, and feedback. As a teacher, we should prepare what material
and topic that we will give the students. And after that, the teacher gives
opportunities to practice. Then the students are given feedback as a correction
or give conclusion of the material.
As speaking is oral
production, it cannot be separated from producing sounds (Setiyadi, 2007:6.13).
This implies that pronunciation keeps crucial part in the process of teaching
speaking. Learning English in Senior High School focuses on in speaking ability
in order that the graduate can get the functional level in speaking. In this
level, they are hoped to be able to use their ability for giving speech and
talk. And in starting for speaking English, structure and grammar from the
sentences mustn’t be emphasized because it just makes the students feel difficult
to speak English.
2.1.4 Factors of Speaking
Learning
to speak is an important aspect of language. Tuan and Mai (2015:18), there are
many factors affecting students’ speaking as follow: (1) topical knowledge; (2)
motivation to speak; (3) teachers’ feedback during speaking activities; (4)
confidence; (5) pressure to perform well and (6) time forpreparation.
Considering the factors above, Ahyak and Indramawan (2013:19) speaking develops
to acquire speaking competence students must have many aspects of speaking such
as pronunciation, structure, vocabulary, content, and fluency. Moreover, Rahman
and Deviyanti (2012:3) speaking must fulfill these following aspects, they are
fluency, accuracy (grammar and pronunciation), and comprehension.
From the explanation
above, the writer focuses only four factors of speaking. In this research,
researcher put the pronunciation into fluency factors and content into
comprehension. Four factors will become the aspects of speaking competence that
will be tested by the researcher to the students. Although the researcher does
not focus on grammar, the researcher still tests it for the students only to
know the knowledge of the students about grammar.
a.
Vocabulary
One
of the linguistic factors in which it is a number of words with the role
combining them to make up language in speaking. Vocabulary is a very essential
but it is not the first thing to be considered if speaking takes place is a
very early stages. Vocabulary is a total number of words, which a make up a
language.
b.
Grammar
Grammar
is the rule in spoken language and written language. The students’ must obey
the rules of grammar to obtain a good result, the students’ can also find the
grammar rule in pronounciation, morphology and syntax. In speaking ability, sometimes
the speaker and the listener do not care about the grammar itself. But in this
time the writer does not discuss about the grammar so far.
It shows that people are able to
communicate well because it consists of the caseand speed of the flow speech.
Someone who can communite fluently but she may be able to use the language
fluently. Someone can be said fluent if she can require some criteria or
categories those are the students can say the words fluently with a good
pronounciation. The students have many vocabularies so they can say the words
fluently and they know what they will say then. They know the rule in language
(grammar). They can put on the word spelling correctly in any situation it
makes the communication among them can be easier to be understood although it
is not use grammatical language.
d. Comprehension
In speaking the speaker and the
listener must have a good understanding, so that the converstion certainly
requires a subject to response to speech as well as to initiate it. But in this
research, the researcher will call the comprehensibility.Derwing
and Munro (2009:478) defined comprehensibility as “the listener’s perception of
how easy or difficult it is tounderstand a given speech
sample”. Their study showed that the comprehensibility of a speech sample
coincided with the amount of time and effort spent deciphering the utterance.
Rahman and Deviyanti (2012:3). If a person can answer or express well and
correctly, it shows that he/she comprehends or understanding well. Therefore,
comprehensibility is one of the important things in communication. If the
students can comprehend the spoken produce, it will make them to communicate
and interact well. Therefor the researcher will test the students speaking competence
with four aspects, they are fluency, vocabulary, grammar, and
comprehensibility. With tested it, the researcher will see the ability of the
students speaking and determine the technique to create good
activity in classroom.
2.2
Concept of Debate
In
this sub-chapter, the researcher describes the concepts of debate such as
definition of debate, parts of debate, the benefits of debate, a debate technique classroom, debate to improve
speaking competence and the advantages of debate.
2.2.1 Definition of Debate
Debating
is a formal method of interactive and representational argument aimed at
persuading judges and audience. Burek and Losos (2014:50) defines debate is an
organize public argument on a specific topic. It is a rhetoric practice in
which different strategies of logic building as well as delivery are used to
pull in the target audience to a conclusion on a controversial issue. Debating
can be used in EFL classes as a tool to make students practice competences of
English language in real-life situations. Krieger (2005) comments:
Debate
is an excellent activity for language learning because it engages students in a
variety of cognitive and linguistic ways. In addition to providing meaningful
listening, speaking and writing practice, debate is also highly effective for
developing argumentation competences for persuasive speech and writing. (p. 25)
Debate
offers English language teachers a way to combine practices of these important competences.
Quoting Davidson (1995), Krieger (2005) said that with practice, many students
had obvious progress in their ability to express and defend ideas in debate and
they often quickly recognized the flaws in each other's arguments. Zare and and
Othman (2013:1510), debate has the potential to improve speaking ability, since
the activity requires a lot of speaking practices and verbal discussions among
debaters. On the other hand, according to Somjai and Jansem (2015:28), debate
is speaking situation in which opposite of view are presented and argued.
Freeley and Steinberg (2013:6), debate is the process of inquiry and advocacy,
a way of arriving at reasoned judgment on a proposition. They also stated that
individuals may use debate to reach a decision in their own minds,
alternatively, individuals or groups may use it to bringothers
around to their way of thinking.
When
debating is used in EFL classes, all four competences of English language (e.g.
listening, speaking, reading, and writing) are practiced. Moreover, debaters
need to master pronunciation of words, stress, vocabulary, brainstorming,
script writing, logic building, argumentation and refutation. So practicing debate
in English requires many competences which ultimately lead them to learn
English. In an EFL setting, where learners have inadequate opportunities for
practicing English in real-life situations, debating opens up opportunities for
them to use the language in the form of expressing their opinions with logic.
Darby (2007:2), debates offer the opportunity to practice analytical and
communication competences and debating is an effective pedagogical strategy.
This is a single practice where students need to use all English competences
along with competences in delivery, presentation and vocabulary building.
Kennedy (2007:183), in class debates cultivated the active engagement of
students, yet participation in debate is often limited to the students involved
in debate teams. He also included mastery of the content and the development of
critical thinking competences, emphaty, and oral communication competences.
English
language teachers and practitioners have already proved debating as an
effective tool in teaching English which is a strong source of motivation for
teachers who are yet to use debate in their classes. Burek and Losos (2014:49),
participation in debating can boost students self-confidence, accelerate
learning across the curriculum, and improve oral communication competences.
Scott (2008:39) found that from the result, the students believed that the
debates helped themunderstand the topic better, learn new
knowledge, and gain an understanding of the debate process. She also added that
students thought that debates increased their critical thinking. This suggests
that, although debate is quite challenging, non-native speakers can develop the
debating competences which are described in this paper.
Debate
is an important educational tool for learning analytic thinking competences and
forcing self-conscious reflection, the writer uses debate to improve students’
speaking. Debate is a technique to motivate the students to be able to argue
and to express their feeling. The students are also trained to perform in front
of class to fight their self-conscious to be confident. Using debate, the
students can also share their idea and argument freely and it can give security
in the students’ feeling. Therefore, the design of debate was conducted to help
students to practice their speaking competence and be confident to speak in
front of class.
2.2.2.The Parts of debate
In
the debate technical system, we will get some items which relate to the debate
process. The following are some items related to debate :
1).
Motion
The
topic debated is called a motion. Usually, motion stars with world like ‘’this
house’’ (TH) or ‘’this house’’ believes that (TH) or ‘’this house believes
(THBT)’’.
Both
affirmative and negative teams are debating upon a motion which should be debatable
and impartial. Debatable means that the motion is still falsifiable can be
danied in some ways. Impartial imples a meaning that the motion should stand in
the middle of neutral, it doesn’t incline to any sides. For example, this house
believes that (THBT) e-book contributes for developmental education.
2).
Definition
Debaters
should ‘’down to earth’’ or see the current issue happened in society.
Definition can be done in two ways, word by word definition or the global
definition. In fact, the world E book is really heard thus we need to define it
first. Or anyway, when we heard motion, ‘’that sex education must be socialized
in the school’’ what we need to do is giving the global meaning on it.
3).
Theme line
To
agree or disagree towards a motion, the reason must lie on a strong ground that
could cover the whole argumentation. Theme line is the underlying reason which
answers the big question ‘’why’’ one side of the house supports or opposes a
motion. Theme line is what a team needs to proof. It is also the main reason
why a team attacks the opponent’s case.
4).
Argument
A
debate is like a battle of argument, in which each team stands on their
position, attacks the opposite and defends their own case. The praiseworthy
jobs can be done well by using critical and logical thinking. Argument is the
fragment of thought to support the theme line.
5).
Rebuttal
To
win a debate, debaters not only need to build a strong case but they also have
to attack their opponent’s arguments and provide strong defense from any
attacks. That is why, rebuttal is one of the key to get the crown of victory.
Basically, there are two kinds of rebuttal.
Global
rebuttal, it is an attack against the main core of the opponent’s case, the
theme line. Consequently, their case is clumbing down. Detailed rebuttal, it is
an attack towards each arguments or example.
6).
Sum-up / closing
Closing
is simply concluding what has been through. A nice summary preferable. Before
start debating, debaters should know these parts of debate in order to be a
good debater. It also hoped that debate will run success.
2.2.3.
The Benefits of Debate
Debate
as a communicative and a interactive technique is an intersted activity to be
practiced in the classroom. Debate has many benefits for students :
1.
Improve students’
critical thinking. In debating, every students is proposed to analyze a problem
critically
2.
Develop students’
communication competence. Debaters spend many hours assembling and practicing
hundreds of public speeches on topics of national importance
3.
Questioning competence
develop in and stuggle-often in the face of disappointment and defeat.
4.
They 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.
5.
Debate is thus not only
a way to connect students with academic subjects in meaningful ways, it is also
a way to re-connect students to public life if they have been overcome by
feelings of alienation.
6.
Policy debate
specifically teachers students to adopt multiple perspectives which describe as
one of the most important problem solving competences.
Because
of some benefits above, debate really need to be practiced in speaking
classroom. It is appropriate for students to improve their speaking competence.
2.2.4.A debate technique
in the classroom
The method of applying Debate Technique in
classroom is varied in use, but one of them as proposed by English Speaking
Union (2009:34),is as follows:
1)
Each student will present an opening argument
lasting a minimum of 5 and a maximum of 8 minutes.
2)
Each student will rebut his or her opponent’s
argument in a maximum of 4 minutes.
3)
Each student will present a second rebuttal
and/or a final statement in a maximum of 3 minutes.
4)
The entire Debate Technique should encompass 25
to 30 minutes.
5)
Questions and comments from the class and
instructor will conclude the Debate Technique.
6)
No student will be permitted to read his or her
speech. A written text may be referred to or an occasional quote may be read to
the class. However, the student will present his or her arguments orally, in a
coherent and logical fashion.
2.2.5Debate to improve
speaking competence
Speaking
activities and speaking practice in the classroom should enable students to
gain experience using all the ‘’prerequisities’’ for effective oral
communication. What make the classroom activity useful for speaking practice?
The most important feature of a classroom activity is to provide an authentic
opportunity for the students to get individual meanings across and utilize
every area of knowledge they have in the second or foreign language. They
should have the opportunity and be encouraged to become flexible users of their
knowledge, always keeping the communicate goal in mind. One of the ways to
encourage students to improve their speaking competence is buy usng debate.
Debate
can present opportunities for students to engage in using extended chunks of
language for a purpose, convincingly defend one side of an issue. The debate is
probably more often used in content area classrooms in ESL classrooms. Debates
are most appropriate for intermediate and advanced learners who have been
guided in how to prepare for them. Debates require extensive prepararation by
learners, call for interaction in groups and make use of at least the following
language functions : describing, explaining, giving and asking for information,
agreeing and disagreeing.
Debate
is speaking class is aimed to improve students’ critical thinking and students’
communication competence. By performing debate students have a lot of
opportunities in practicing speaking. Students’ involvement is very important
in implementing debate.
2.2.6.
The Advantages of Debate
It can add that
debate has advantages to the teaching and learning process. Furthermore, Bellon
(2000) in Somjai and Jansem (2015:28) stated that debate has some benefits in
the teaching learning process, they are:
1.
Debate equips students to learn and cope with
both success and failure within both the social and the academic context.
2. Students are able to
make and defend informed choices about complicated issues outside of their own
area of interest.
3.
Debate is not only a way to connect students
with academic subjects; it can also connect the students to public life.
4. The policy that is
used in debate specifically, can teach the students to adapt to multiple
perspectives, which is described as one of the most important problem solving competences.
Moreover, Barkley,
et al (2005) in Somjai and Jansem (2015:29) stated that there are three
benefits of debate for students, they are:
1.
Debate
can improve students’ motivation to practice their spoken language.
2. It can embolden
students’ critical thinking and develop students’ speaking ability in oral
communication.
3. It grows and
develops students’ tolerance and recognition of their friends’ opinion.
This considered, it
can be concluded that debate can be used to improve students’ speaking competence
within in the classroom.
CHAPTER 3
RESEARCH METHODS
3.1 Research Design
In
this research, the researcher will use classroom action research (CAR). Classroom action research is a
kind of research that is conducted in the classroom by a teacher. Kemmis and
Mc. Taggart (1993:18) add in Nunans’ book explain that action research is a
group of activity and a piece of descriptive research carried out by the
teacher in his or her own classroom, without the involvement of others, which
is aimed at interesting our understanding rather than changing the phenomenon
under the investigation that would not be considered by these commentators to
be ‘action research’, the essential impetus for carrying out action research is
to change the system.According to Kemmis Mc Taggart includes four components of
classroom action research they
are
planning, action, observation and reflection.
(Adapted
from Kemmis and MCTaggart, 1988:25)
3.2 Setting and Time
of Research
The
researcher will hold research at MA
Plus MunirulArifin NW Praya, which is located on JalanBasukiRahmatKamp.RabitahPraya, Central Lombok
West Nusa Tenggara Indonesia. MA PlusMunirulArifin NW Praya Is One of the formal
Institution under of Islamic boarding school YANMU NW Praya which has other
formal institutions such as TK Plus, SMP Plus, SMA Plus, SMK Plus and MA Plus
MunirulArifin NW Praya. This school has
contributed for many years because most of the graduation are intellectual and
successful
The
researcher will do an Action Research in the eleventh
grade of MA Plus MunirulArifin NW Praya in thesecond semester.
3.3 The Classroom Action Research Procedures
The classroom action research using
Kemmis Mc Taggart’s design consists of four phase within one cycle. To make
clear what happend in very phase. Here are the explanations:
1. Planning
In this phase,
the writer design a lesson plan from the syllabus which is consulted with
English lecture, creating the topics that are appropriate with the matter,
preparing materials that will be used at the cycle.
2. Action
the planning strategy will be
applied in teaching learning process
3. Observation
The researcher
prepares the observation paper to know class condition when the action done,
then the researcher and the collaborate (English speaking lecturer) discuss
about the result of observation, what the problem faced when teaching learning
process and look for good solution to solve the problem. In this phase, the
researcher observes and takes notes during teaching learning process.
4. Reflection
Reflection means
to analyze the result based on the data that have been collected to determine
the next action in the next cycle. In this phase, the researcher could observe
the activity that results any process, the progress happened, also about
positives and negatives sides.
3.4 Technique of Data
Collection
The technique and
methods which are used by the researches to collect the data are observation
and test.
1. Observation
Classroom
observation is an observation that is focused on the understanding of how
social event of the language classroom are enacted. In this classroom
observation, the objects of observation are students’ activities in English
language teaching learning. The researcher used the checklist observation to
make it more systematic, containing list of students activities and response or
happening which might happen. Observation is intended to see and to know about
the condition of class and students. Process of teaching and learning and
learning through debate to know the obstacles appear during teaching learning
process, the students motivation, to see their difficulties, their problem, and
their understanding about the material given that can be seen from their
attitude, behavior, and response.
2. Test
Test is
important part of every teaching and learning experience. Both testing and
teaching are so closely interrelated that it is virtually impossible to work in
either field with the other. Test may be constructed primarily as devices to
reinforce learning and to motivate the students’ performance from learners with
the purpose of measuring their attainment of specified criteria.
The researcher
used an achievement test to measure the students’ progress in speaking. The
forms of tests are spoken test in the form of debate. From those forms, the
researcher can get score directly the specific learning. The scoring can be
done quickly and easily. There are five aspects of assessment in speaking. They
are five aspects of assessment in speaking. They are grammar,vocabulary,comprehension., fluency,
pronunciation
3.5
Technique
of Data Analysis
Technique of
data analysis comes from the interpretation of the data collection. In analysis
the data, the researcher gets the data from observation checklist and field
notes of students’ activity in the classroom, observing the teaching learning
process, and students’ activity in debate. In processing the data, the
researcher uses descriptive analysis. It is to explain the condition in raising
indicator achievement every cycle, and to describe the success of the teaching
learning process using debate in improving speaking ability. In observation
checklist there are six aspects that should be observed. These six aspects are
the indicator whether or not the students do each step of the implementation of
Debate. The field notes will be analyzed descriptively.
Table 1
Description of Students’ Involvement from Observation Checklist
NO
|
ACTIVITIES
|
GRADE
|
SCORE
|
||||
1
|
2
|
3
|
4
|
5
|
|||
1
|
Student
pays attention to research's explanation
|
||||||
2
|
Student
gives the opinion by using the expression
|
||||||
3
|
Students
gives the opinion with clarity and appropriate volum
|
||||||
4
|
Students
responds to another opinion
|
||||||
5
|
students
have minimal reliance on note
|
||||||
6
|
Students
activeness and anthusiast in debating
|
||||||
Total
Score
|
|||||||
Adapted
from Rubiati, R (2010)
|
|||||||
Score
= Total Score X 100
|
|||||||
Maximum Score
|
|||||||
Table 2
Description of Students’ Involvement from Observation of students’ activity
NO
|
CATEGORIES
|
DESCRIPTION
|
|
1
|
Very
Poor
|
Less
than 20% of the students do activity
|
|
2
|
Poor
|
20%-40%
of the students do the activity
|
|
3
|
Fair
|
41%-60%
of the students do activity
|
|
4
|
Good
|
61%-80%
of the students do the activity
|
|
5
|
Very
Good
|
81%-100%
of the students do the activity
|
3.6 Criteria of the Action Success
Classroom
Action Research (CAR) is able to be called successful if it can exceed the
criteria which has been determined. In this study the research will succed when
there is 70% of students could pass the assessment score ≥ 70 based on the
minimal mastery level criterion-Kriteria Ketuntasan Minimal (KKM) which is
adapted from the Tentena Christian University.
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