CHAPTER 1
INTRODUCTION
objective of the study, significance of the study, limitation of study and Definition of
Communication is important for all people; no one can live adequately without
communication with other people because human being is social creatures by natures.
In order to get what they need from others, people should be able to transfer their
thought, feeling and needs through certain chancel. They speak and behave in certain
ways when they send messages. Those who get their messages will do something as
the response to the message that is how communication occurs, and failure in
pragmatics theory or how to carry out the messages as well as interpretation of the
signals are important in order to maintain the smoothness and the effectiveness of
evaluation and negotiation of meaning on the part of the participants until the answer
is provided.
2
in the world, however, Indonesian people still get difficulty in applying the English
language.
approach to language teaching, the general focus shifted toward spoken language
moreover Nuna (1991:390) also said that mastery the art of speaking is the single
measured in the term of the ability to bring about conversation in the language.
learning language. Richard and Rodger (1986:75) added that the primary function of
the language is for communication and interaction which both of these can be
acquired by human being for transferring the knowledge and information; even the
students of IKIP Budi Utomo Malang in the academic year of 2009/2010 especially
They preferred keeping silent during the class, because they were shy, and
being afraid of making mistakes in their speaking and finally they got poor scores in
their speaking test. This poor condition in the speaking class was also caused by the
Other factor that causes the student having low motivation in learning
English, especially on speaking, may also derive from the lack of the teacher’s
variation in teaching techniques during the teaching and learning process. The teacher
usually uses monotones style of teaching like dialogues or just reading dialogues
memorize without understanding the meaning what they said in order words a
monotonous teaching style could make the students bore and lose interest on the
The problems above indicated that it is important to give the students the
some amount of change in exercising their speaking skill and pay more attention to
create a learning situation with various teaching techniques with prepared teacher
Considering the facts, the researchers choose one of the teaching techniques
classroom contexts has had several beneficial results. First and most importantly,
debate exercise have increased context learning and critical thinking. As Bellon
(2000) and Golden (2003) have shown, the challenging, realistic issue raised in a
4
debate motivate students to think critically about information and encourage them to
engage the course, material broadly, deeply and personally. As Bellon (2000) states”
particular, debate activities increase both self-confidence in stating one’s view and
open mind toward the views of others in Bellon’s summary of the scholarly
consensus, participants in create learn how to become more flexible in debate and
more effectively listen to understand other people viewpoints, which in turn help the
individual to debate the issue in a richer context. As teaching the speaking skill gave
the students insufficient time to practice their speaking skill and affected their ability
To master this speaking competence is not easy since it has something not
only deals with the background of the knowledge but also with learners’ mental
factors. Those are their mood, motivation, readiness, etc. The students are not
encouraged to try expressing their thought and feeling in language they are learning,
they will easily get bored, lose their motivation and be reluctant to participate in
speaking class.
The English teacher can use some technique to teach speaking such as
There are several ways that teacher can use in teaching speaking by introducing the
class. The teacher becomes facilitators of learning process that enables students to
And when teacher use debate, they act at as more than dispenser of
information to the classroom of passive students. They become facilitator of
a learning process that enables students to become more deeply and more
actively in their education. (http: // www.idebate.org/ resources/software.
June 14th 2010/. )
One of the debate forms used to increase the student’s speaking skill and
members. Debate is held between two teams of three members each. These two teams
will be referred to as the affirmative and the negative. Members of each team are
assigned position as 1st, 2nd, 3rd speakers. For each around debate, a motion or topic
or resolution is given. After the motion is given teams are given ten (10) minutes to
prepare for each debate, and this 10 minutes period is called “Case building” of which
the members of each team are discussing to build arguments for the debate.
6
conducting a research under the title “Improving Speaking Skill of the Fourth
How can the students speaking skills be improved using by the Australasian
Parliamentary Debate?
The result of the study expects to give practical contribution to the teaching
a) Australasian debate can be one way to make the students in a pleasure, comfortable
environment, and enjoyable. And also enable to the students to use the language to
communicate with other people and the more confidence the students feel the better
they will learn. b) The preliminary goal of language teaching is enable to the student
speaking for the teacher to be in real class setting. c) Strategy to force students to
speak English. d) Motivate and expose the students to real English communicate and,
Some items are defined in order to give the readers a better understanding
2000:153)
4. Australasian Parliamentary
objectives.
9
CHAPTER II
In relation with the research, the research reviews some related literature to
the study. The review encompasses; speaking ability, the teaching of speaking, debate
proficiency measurements.
communicate through speaking to gain much more information. Both teacher and
students should realize the role of speaking ability for their success in language
process between speaker and listener (or listener) and involves the productive skill of
speaking and the receptive skill of understanding (or listening with understanding)
(1978:8)
10
language, so they can have speaking ability. Franks as quoted by Richard and
Rodgers (2001:11) say that in teaching second language, teacher must encourage
take places through natural process. It happens when learners uses a language for
classroom) is an important part of the learning process. Mostly all activities in the
classroom especially in the class are initiated by a teacher. In this case to encourage
students to use the language spontaneously and creatively is not an easy job. The
activities. It can encourage students to use the language spontaneously. They can
express their ideas or thoughts freely without being afraid of making mistakes. In this
Language is one of the English skills that should be mastery by the students
as one of the academic purpose. In the globalization era mastering English speaking
is high advantage. As the result by mastering it, people or students can communicate
well not only for academic purpose but also for professional purpose. Students are
states some points related to speaking skill. It is important for students to have an
opportunity to use the language for both from and many focused instruction
conversation.
As an English teacher can be use to falcate the students to put the language
components they have learned, for example by giving the dialogues or sentences to
memorize and practice regularly, it is expected that students will have language
facilities which are ready to be used when needed. Memorize and practice are suitable
class should be created as pleasant as possible. If the students free to express their
ideas, they will participate in the class, without being afraid of making mistakes.
the development of the ability to interest successful in using the target language,
comprehension as well as production based on the reason, it can be said that teaching
The method of teaching speaking has been changed from the use of Audio
was proved to be unsuccessful, since the students were still unable to use English to
master the rules of the language usages but they do not have opportunities to use it in
appropriate situation. It makes students feel bored and discouraged. They do not have
motivation to be creative in using the language they are learning. Freeman says that
students may know the rules of language usages, but will be unable to use the
languages (1986:23).
linguistic came with a new method that is Communication Approach. It was assumed
that the previous approach applied to the teaching of English was not appropriate
anymore. The new method Communication Approach will make students more
motivated to study a foreign language because they will are learning something useful
with the language they are studying. It is in line with that Richards and Rodgers says:
It will make students able to communicate in the foreign language and the
accuracy of grammar is not very important. They will be able to interact and able to
and the shorter time from the beginning to its peak the more the class will be. To
achieve this teacher has to devote a small proportion of the class time to stimulate
his students in communicative actively. For example, the teacher can ask them to
talk about their daily life or their experience.
3. Presenting new material in a communicative context rather than in isolated simple
sentences. The presentation of new materials at the right point in the right context
is useful for the students in learning a language. Therefore, presentation should
not only contain the meaning of the text but also the use the language in social
context.
4. Providing a wider range of communication by drawing upon the learner’s
imaginations and store knowledge. Learning through talking is better than
passively memorizing phonology, semantic and syntax. According to Finocchiaro
as quoted by Ricahrd and Rodgers learning a language means learning to
communicate (1986:67)
The teacher may use real situations authentic materials and popular
scientific knowledge to make speaking class more active. It is important for teachers
in the teaching to think about the material. It should be in accordance with the
students’ speaking proficiency, interest, and needs because they will affects students
to participate actively in the classroom. In addition the material or topics for speaking
should be about students with their everyday life and social community. It means
in the target language. Therefore, teacher should give students opportunities to use
the target language to communicate with other (Byrne 1976:3-5). The teacher can use
the speaking class to improve student’s speaking ability. And it can be an effective
way for teacher to know whether students are active in the class or not.
14
speaking skill are not easy. Usually students do not say much in target language.
They only listen to what the teacher says, especially in large classes. In order to
develop the skills needed, especially in speaking; Byrne states some obstacles that
communications)
(1976:1)
that teacher should find techniques of teaching speaking in order to achieve the goal
own)
15
informant. The teachers select the new material to be learned (using the textbook
normally but supplementing and modifying it as required) and presents this in such a
way that the meaning of the new language is as clear and memorable as possible. The
students listen and try to understand. Although they are probably saying very little at
this stage, except when invited them to join they are by no means passive. At this
point of the lesson then the teacher is at the center of stage. It is a role that many
teachers find attractive and there is a danger of spending too much time presenting
(sometimes because the teachers want to make sure that their students have really
understood) so that the students do not get enough time to practice the language
themselves.
students turn to do most of the talking, while teacher’s main task is to devise and
provide the maximum amount of practice, which must at the same time, be both
meaningful and memorable. The teacher’s role then is radically different from that at
the presentation stage. The teacher does the minimum amount of talking himself. He
is like the skilful conductor of an orchestra, giving each of the performance a chance
language learning so often stops short at the practice stage. Many teachers feel that
they have done their job if they have given their students adequate, though usually
controlled, practice in it. All the same, no real learning should be assumed to have
taken place until the students are able to use the language for themselves and unless
opportunities are available for them to do this outside the classroom, provision must
be made as part of the lesson. At any level of attainment from elementary to advance
the students need to be given regular and frequent opportunities to use the language
freely, even if they sometimes make mistakes as a result. This is not to say that
mistakes are unimportant, but rather that free expression is more important and it is a
opportunities to use language as they wish, to try to express their own ideas that
students become aware that they have learned something useful to them personally
and are encourages going on learning. It is the most important factor of all in helping
to keep the interest in language learning alive. Thus, in providing students with
activities for free expression and discreetly watching over them as they carry them
out, teacher takes on the role of manager and guide. This is one of the best ways of
In addition, from the three stages above teacher can move either from
according to the level of students, their needs and the type of teaching materials being
Byrne adds in his book that is one other key role that cuts across these three
stages, namely teacher as motivator (1976:3). In this case, the ability of teacher to
motivate students to arouse their interest and involve them in what they are doing,
Whatever you are doing in the classroom, your ability to motivate the
students, to arouse their interest and involve them in what they are
doing, will be crucial. Some key factors here will be your own
“performance”_ your mastery of teaching skills, often dependent on
careful preparation; your selection and presentation of the topics and
activities (it may often be necessary to make them interesting) and of
course your own personality which in language teaching must be
flexible enough to allow you to be both authoritative and friendly at the
same time.
class is very important. The teacher has to be careful in preparing the materials
because the success of the teaching learning process depends on the preparation made
by teacher. Interesting topic selected by teacher can also arouse students’ interest. In
addition teacher should be flexible, both authorities and friendly in the class.
classroom activities. According to Lubis (1988:40-45) the English can use some
parliamentary debate, public debate, public forum debate, legislative debate, internet
18
debate, middle school debate, etc. Nowadays, students at senior high school and
University are introduced a new debate technique, namely Educational Debate using
have critical thinking or opinions. They will hopefully be able to use the language for
realistic communication.
In team each of speakers has specified rules that they must accomplish to
play their part in the team. They are laid out below in the order that the speaker will
speak
c. Deliver substantial arguments (2nd affirmative part of the split). Most of the
2nd affirmative’s time should be spent to strengthen and widen the 1st
affirmative argument
the 2nd affirmative’s time should be spent to strengthen and widen the 1st
affirmative argument
a. Rebut the points raised by the first two negative speakers. The 3 rd affirmative
negative that were not previously deal with by the first two affirmative
speakers
b. Rebuild team’s case (briefly reiterates the firs two speakers arguments)
1.3.1 Debate
a controversial topic. One of team presents arguments in favor of the topic (the Pro
Team); the other team presents arguments in opposition to the topic (the Con Team).
The team sit at opposite of a table. Moderator (the teacher) sits at the head of the table
and times of each part of the debate. The goal of tem is to convince the audience of
From the definition above we know that in debate there are some rules
which must be followed and for those who take part in. it can be a means to train their
way thinking. How they present their arguments, opinions and ideas and how they
defend them.
In debate the speaker is trying to prove that he is right and those who
disagree with him are wrong. In speaking class teacher takes parts as moderator. He
sits at the head of the table and times of each part of the debate.
Therefore, in debate class the students are expected to have critical thinking.
It means that this technique will give students advantages. First, they will have a
chance to get involved in the speaking class activities, by giving their comments or
21
asking questions. Second, they have a chance to train themselves how to present their
opinion or ideas. Third, students will know how to participate constructively and
cooperative in debate. It involves clear logical thought and debating skills. The
students will hopefully have the ability to generalize from examples, or o converse, to
draw analogies, judge priorities and also speak relevantly and clearly.
As we know that are many kinds of debate forms that we can find in society
at large. Some debates are conducted in legislative assemblies, some are held in
lecture halls and public areas, some are presented in school and universities, and other
can be read in the column of magazines and newspaper or heard on the radio or
television. The differences between debate in society at large and Educational Debate
There are many kind of debate system in University such us Asian Parliamentary
Parliamentary System.
Parliamentary Debate.
into 7 distinct sections. The Australasian Parliamentary format which place students
in two teams of three members. These two teams will be referred to as the affirmative
university. It focuses on the development of critical thinking skills and tolerances for
tolerance for differing viewpoints. To facilities these goals, debaters work together in
teams of three and must research both sides of each issue. Each team is given the
a. Motion is topic being debated. The motion must have two paints of view, i.e.
clear, and have a logical link with the topic. The definition should be clear
affirmative and negative teams are permitted to give different definition of the
debate.
c. Team split is statement by the first speaker of each team outlining the aspect
member’s argument should complement the views of the each other teams
members
affirmative and the negative case for the topic of the debate. Views stated
incorrect. It can also show that your opponents’ argument may be correct but
There are two opposing sides that in a debate round. One side affirms the
motion and one negative it. We can say Affirmative Team and Negative Teams.
24
a. The affirmative team has the responsibility to define and interpret the motion.
the public. The affirmative needs not necessary provide a literal interpretation of
the motion; rather the objective of the affirmative teams is to make an adequate
case for its interpretation of the motion. To this end, the teams must introduce
one or more arguments in support of the motion as they have interpreted it and
b. The negative team argues against the affirmative position. The negative team
may counter the affirmative team’s interpretation of the motion if they believe it
is not reasonable. The negative team may challenge any aspect of the
affirmative team’s case and may offer a case of its own. for example, it may
challenge the interpretation of the motion, the factual and analytical foundations
conclusion of speeches that is delivering by the first or the second speaker of each
team.
The length of the time allotted to section is also determined by the format.
No Speaker Times
1 First speaker of affirmative 5 minutes
2 First speaker of negative 5 minutes
3 Second speaker of the affirmative 5 minutes
4 Second speaker of negative 5 minutes
5 Third speaker of affirmative 5 minutes
6 Third speaker of negative 5 minutes
7 Reply speaker of affirmative 3 minutes
8 Reply speaker of Negative 3 minutes
affirming the motion who faces person negating it. The Australasian Parliamentary
important because individual debaters do not win events but the teams do (Driscoll,
2000: 8-9)
(Driscoll, 2000:8-9) adds in each round of course there are two teams that
meet to compete. All in all, six debaters speak in around: three forms the affirmative
team and three form the negative team. The roles assumed by the various team
The debate is arranged with two teams, i.e. the affirmative team which gives
the arguments for the motion and the negative team which gives the arguments
Each team consists of 3 speakers and each speaker has his/her duties:
part of the split) supported with relevant and convincing evidence and
example
c. Deliver substantial arguments (2nd affirmative part of the split). Most of the 2nd
affirmative’s time should be spent to strengthen and widen the 1st affirmative
argument
c. Deliver substantial arguments (2nd affirmative part of the split). Most of the 2nd
affirmative’s time should be spent to strengthen and widen the 1st affirmative
argument
a. Rebut the points raised by the first two negative speakers. The 3 rd affirmative
negative that were not previously deal with by the first two affirmative
speakers
b. Rebuild team’s case (briefly reiterates the firs two speakers arguments)
Reply speakers have duties to show the weakness of the opponents team’
argument and support his/her arguments and finally gives conclusion by telling that
his /her team’s arguments are much better, the team deserves to be winner of the
debate. The time of reply speech for the 3 minutes is given at end of the substantive
Class
Sometimes in speaking class we find that the role of teacher is dominant and
make students passive in the classroom. This can limit the communicative function
that students need to use and the international skills they need to practice.
Littlewood (1981) in his book says that if conversation performs its role as a social
director. He may guide and stimulate but not take away the learners responsibility as
equal participant in the classroom. During the speaking class activity teachers’ role is
limited. The teacher should not interfere too much in the activities but students
The reason why students study the language is that they can master that
language and use it as a mean of communication and exchange ideas. The teacher
must also give the opportunity to the students to practice their speaking ability. So
that teacher should choose right technique. The parliamentary debate can be one of
the ways for students to make them familiars with the situation which they have to
respond. The role of the teacher in conducting this technique is very important. To
conduct this technique teacher should use three stages of teaching: presentation,
At the presentation stages, teacher has to select the new material should be
debated. In this stage teacher must be careful in preparing the material because the
success of the technique depends on the preparation made by teacher. The material or
the topic must be controversial. And then teacher presents the topic as clearly as
29
possible and explains the ways of the debate which will be held. Before students
begin to debate teacher has to explain some expression that will be used in the debate.
The teacher has to be careful in spending too much time presenting, so that
At the practice stages, it is the students’ turn to practice. The students are
debate, there are two groups. They consist of six students. They are affirmative and
negative. According to Richards and Lockhart (1996:153) the use of group activities
is one of strategies to make the class dynamics. Furthermore they state the advantage
of using groups:
f. It can give learners a more active role in learning (Richard and Lockhart, !
996:153)
practice and use the target language. They are expected to be active and have active
role in learning. Group work also gives chance to make collaboration among students.
So it can reduce the dominance of teacher in the class. At this stage the teacher acts as
their idea freely in the debate. The teacher takes part as a chair man/ moderator and
timekeeper. In this position teacher motivates students to use the language freely, not
to be afraid of making mistakes. So, teacher can play his role as a motivator and
facilitator. It is in line with what Breen and Candin (1980) as quoted by Nunan
(1989:87) said that “that the teacher has three main roles in the communicative
activities but he is not actively involved or teacher’s role is not dominant. It means
that the students are given a more active role in the class activities. The teacher acts
as facilitator. During the debate teacher makes some notes. The notes will be used to
31
give comments about students’ activities. The teacher also makes daily assessment
To know the progress that has been made by students after undergoing the
vocabulary, fluency, and comprehension. Each component has weighing points from
social topics
Fluency
1. Speech is so halting and fragmentary that
conversation is virtually impossible
Speech is very slow and uneven except for short routine sentences
3. speech is frequently hesitant and jerky;
sentences may be left uncompleted
Comprehension
1. Understand too little for the simplest type of conversation
2. Understand only slow, very simple
speech on common social and tourist topic; requires constant
repetition and rephrasing.
3. Understand careful, somewhat simple
speech directed to him with considerable repetition and rephrasing
By using weighing table, it can be obtained the total scores of each student.
Below is example the weighing table:
Weighing table
Proficiency table 1 2 3 4 5 6
Accent 0 1 2 2 3 4 ……..
Grammar 6 12 18 24 30 36 ……..
33
Vocabulary 4 8 12 16 20 24 ……..
Fluency 2 4 6 8 10 12 …….
Comprehension 4 8 12 15 19 23 …….
Total …….
The total scores which the students get will be covered into the conversation
table. Using the conversation table the progress of the students’ speaking proficiency
as well as their FSI level (Foreign Service Institute) can be easily seen.
Conversion Table
16-25 0+
26-32 1
33-42 1+
43-52 2
53-62 2+
63-72 3
73-82 3+
83-92 4
93-99 4+
CHAPTER 111
RESEARCH METHOD
This chapter presents three points to discuss: research design, setting and subject
of the study, research subject and research procedures. In the procedures the research
Taggart’s Model. This model uses cycles and each cycle consists of four phases
number of the cycles depends on the result of the reflection in a cycle. Figure 3.1 the
procedure of C AR.
Observation
(pengamatan
terhadap situasi
Evaluation
pembelajaran)
Reflection
Observation Plan
Action
Reflection
36
In this research, the researcher did the activity the fourth semester of
English Department IKIP Budi Utomo Malang in the year academic of 2009/2010.
Here, the researcher acted as teacher who conducts the process of teaching and
learning in the classroom. The procedures of this action research refer to the model of
Kemmis and Mc Tanggart’s 1988:2). These phases took place in every cycle in which
the analysis of the weakness and the strengths of activities conducted are discussed in
this classroom action research was conducted in June 2010 at campus IKIP
Budi Utomo Malang, located in Simpang Arjuna Street 14B Malang phone: (0341)
researcher chose this object as the setting of this study on the following reason. First,
the object was located in Malang, second, the researcher as English teacher at IKIP
Budi Utomo Malang. Third, the English Department time allotment was in the fourth
semester with the consideration that they were still fresh and the fourth most the
37
students still got difficulties in oral communication and they tended to be afraid to
make mistakes
During the teaching and learning process, the students tended to be at a lost
when they were asked to answer the teacher’s question by using English even if in
form of simple English expression. Moreover, it was difficult for the students to
communicate in English since their speaking ability was low in the classroom. The
situation was not very conductive for the improvement of the students’ speaking
ability as it is traditional applied. The research had effort to use a debate technique
The subjects of the study were students of IKIP Budi Utomo Malang. There
2009/2010 which has 12 students of this class and take as the subject of this research
They are passive students it means that they prefer to keep silent during and learning
process. Moreover the researcher wanted to develop teaching and learning strategy,
especially in improving students’ speaking skill which was urgently the need to meet
the success of speaking ability by using the debate technique on the target of the
standard scores.
This study followed the following steps: preliminary study, planning of the
2. Planning the action; preparing the teaching strategy, demising the lesson
and analysis the collected data, determining whether the action is successful
or unsuccessful.
stopped but if the action failed the researcher identify shortcoming and continued to
The research conducted in June 2010 at campus IKIP Budi Utomo Malang.
It was done in order to get authentic the data concerning the teaching of English in
another English teacher, the researcher found that there were some problems face in
the classroom’s speaking skill. The problems were the students still had difficulties in
expressing their ideas. The procedures of this action research made use of the recycle
39
researcher is responsible for observing the action and the result of observation are
discussed together between and the collaborator to see the effect of the action on the
Designing the debate strategy, the researcher developed the lesson plan and
designed the instructional materials and media. The instructional materials were
dealing with choosing of the topic, a simple of steps and rules of the debate. Also
providing any references and the media used were clock for timing, white board for
writing the motion and the names of each speaker of two teams. Dictionary can help
the students to translate Indonesian into English or on other hand. During this stage,
the division of the students into groups was also managed, one group consisted of
three students and the 12 students were divided into four group
The lesson plans were designed for three meeting in which each meeting
was focused on the use of group work as the manifestation of the debate in the
classroom. Before giving the copied text prepared by the researcher the students were
brainstorming for a few minutes to think of what they would discuss about.
The division of students into groups was done considering the number of the
students the different speaking ability of the students and the characters to be acted
out in the debate were important to be included in the debate activity. The member of
each groups were made heterogeneous in term of their achievement in English and
also based on the result of the observation in the preliminary study. The groups were
40
fixed for every meeting. The purpose was to make the students’ feel comfortable
During the preparation, the researcher observed the condition and the
by asking the students about the implementation of debate technique used in teaching
speaking class
The teaching strategy that will use is “Debate” which has some certain rules.
which carry out in the research contain the following steps: 1). Introduce the debate
and the roles of the debate 2). Practice debate. 3) Apply the debate.
The module was design to support the teacher in teaching learning activities
The teaching learning procedure was divided into 3 steps, which consist of pre-
interest in the class. Engaging the students is important for the learning
process. The teacher asks some questions based on the ability of their
speaking. Here the researcher gave free debate in order to know how far
contribution in Indonesia
school.
objectives of the lesson in order to know what they will get after the
c. The last is post activity for the session final expression is the same
FSI procedure as quoted by Oller (1979:321) grammar scale receives the heaviest
Here the researcher wants used criteria to measure the success of the action
based on the Oller’s Speaking Proficiency Measurement, they are: (1) the students
can show their good performance when they are debating; (2) the students can use
their correct English function when they speak English orally; (3) the students can
Accent
vocabulary.
Grammar
Vocabulary
Fluency
impossible
2. Speech is very slow and uneven except for short routine sentences
uncompleted
Comprehension
2. Understand only slow, very simple speech on common social and tourist
By using weighting table, it can be obtained the total scores of each student.
Weighting table
Proficiency table 1 2 3 4 5 6
Accent 0 1 2 2 3 4 ……..
Grammar 6 12 18 24 30 36 ……..
Vocabulary 4 8 12 16 20 24 ……..
Fluency 2 4 6 8 10 12 …….
Comprehension 4 8 12 15 19 23 …….
44
Total …….
The total scores which the students get will be covered into the conversation
table. Using the conversation table the progress of the students’ speaking proficiency
as well as their FSI level (Foreign Service Institute) can be easily seen.
Conversion Table
16-25 0+
26-32 1
33-42 1+
43-52 2
53-62 2+
63-72 3
73-82 3+
83-92 4
93-99 4+
From the criteria above the researcher tries to have information of the
collected in order to see whether the implementation of the debate success or not
semester students of English Department IKP Budi Utomo Malang using Australasian
System and how it done in detail. After that the researcher gave the motions to the
students to be debated and the researcher tell the students to find the materials or
articles that detail with the motions or topic to be debated from Magazines, internet,
or from other resources to support them in giving arguments during the debate.
Table 3.1 the Procedure of Teaching and Learning Activities through the Debate
No Stages Activities
1. Pre-activities Warming up
Greeting and checking the attendance list
Explaining the objective of the lesson
Introducing the debate Australasian System
Explaining the procedure of the debate
Free - debate
2. Main-activity Implementation of the Debate
Grouping the Students
Determine the topic
Giving time to discuss (case building)
Starting the Debate (based on the rules)
Scoring the students’ performance
3 Post-activity Conclusion
Reviewing the debate
3.4.4 Observation
debate technique; the main points that were observed in this step refer to the students’
the debate during the action. The data obtained are analyzed using descriptive
manner. The researcher want describe data existing to give information about
improving speaking skill through debate. The data concerning the students speaking
proficiency are calculated by using FSI model. With this data the researcher want
data by using percentage technique. The sum of the student’s response of one item
And from the observation checklist the researcher calculate inn terms of the
number of “yes” and “no” answer. From the data obtained using there kinds of
CHAPTER IV
RESEARCH FINDINGS
thought action research. These activities covered preliminary study, and the phases
during the teaching learning process of speaking. In this research the researcher found
the factual condition in the class related to the speaking problems like students have
In order to know, the prior condition of the students’ speaking skill. The
researcher conducted the observation class on June 1st 2010. It covered 35 students of
fourth semester of English Department in the academic year 2009/2010 which has 12
students of this class and take as the subject of this research under certain
48
title like “That Pacaran (go steady) give motivate to our study in Campus”. The
students had opportunity to express their ideas. During the activity the researcher
The result of the observation showed that the most of the students found
some problem during communication in English orally because the students are lack
of confidence to speak English. This can be proved by the fact that most of the
students tend to preserve in silence during the discussion activities because they are
Table 4.1 the result of the prior Observation Students’ Speaking Proficiency
The table indicates that the average the result score had not met the criteria,
speaking Proficiency Measurement. The result was not satisfying because all of the
49
students had minimum passing score (Based on the total score converted in the
Ollers’ Conversion)
According to the result of the observation from that the students’ ability in
speaking is low; here the researcher implemented the strategy in order to improve the
in the cycle of the research. The procedures of this action research consist of four
steps; they are planning, implementation, observation, and reflection. Those steps
research are presented by describing the action in every cycle of the research. The
procedures of this action research refer to model of Kemish and Mc Tanggart (Mc
Niff) which consist of four steps; they are planning, implementation, observation, and
reflection.
4.2.1 Cycle 1
This research started with the cycle I, in this cycle the researcher evaluated
the process whether the action need to be continued to the next action or stopped.
Cycle I was conducted from June 1st, 2010 which was done in six meeting (one
meeting 2 hours 50 minutes). The data on the cycle I was presented bellow;
50
Designing the debate strategy, the researcher developed the lesson plan and
designed the instructional materials and media. The instructional materials were
dealing with choosing of the topic, a simple of steps and rules of the debate. Also
providing any references and the media used were clock for timing, white board for
writing the motion and the names of each speaker of two teams. Dictionary can help
the students to translate Indonesian into English or on other hand. During this stage,
the division of the students into groups was also managed, one group consisted of
three students and the 12 students were divided into four group
The lesson plans were designed for three meeting in which each meeting
was focused on the use of group work as the manifestation of the debate in the
classroom. Before giving the copied text prepared by the researcher the students were
brainstorming for a few minutes to think of what they would discuss about.
The division of students into groups was done considering the number of the
students the different speaking ability of the students and the characters to be acted
out in the debate were important to be included in the debate activity. The member of
each groups were made heterogeneous in term of their achievement in English and
also based on the result of the observation in the preliminary study. The groups were
fixed for every meeting. The purpose was to make the students’ feel comfortable
During the preparation, the researcher observed the condition and the
by asking the students about the implementation of debate technique used in teaching
speaking class. Here the researcher chooses the Australasia system based on the
learning class.
students
English
communication
For selecting debate the teacher concerned with the focus of improving
speaking skill by all of indicator from the criteria of success. Thus it was expected
that debate could increase the students’ self confidence and motivation to speak
English even in the form of simple expressions. The kinds of debate with the
Table 4.3 the procedures of Teaching and Learning Activities through the
No Stages Activities
1. Pre-activities Warming up
Greeting and checking the attendance list
Explaining the objective of the lesson
Introducing the debate Australasian System
Explaining the procedure of the debate
Free- Debate
3 Post-activity Conclusion
Reviewing the debate
The module consist of specific instructional, the kind of debate, the time
debate system. In applying the debate activity, the time allotment for the debate was
two (2) minutes for each debater to give argument in one session.
The topic for the first meeting “that Pacaran (go Steady) give motivate to
our study in Campus. The teaching learning process was focused on the way true, and
the negative team as an opposition team rebuttal to the positive team. Each team tried
to have evident in order to support their team opinion. The purpose of the debate in
the first meeting is to improve speaking skill of students and to motivate to the
students to brave to speak. In the first meeting the researcher gave the simple topic
and in the process of the debate the researcher did not focus on the grammar.
53
After finishing the design, the researcher prepared the instructional materials
4.2.1.2 Implementation
The researcher implemented the stage based on the teaching and learning
process and the schedule. The implementation of the Australasia debate system for
cycle I consist of six meetings. The implementation for each as explained below;
54
1). Cycle 1
The cycle I which is covered 6 meeting and started from June 1st, 2010
which the topic of the planning of the action above. The teaching and learning was
a). Meeting
a. Pre-Activity
At the beginning of the action, the teacher opened the class by greeting and
checking the attendance list. The teacher informed to the class that the class was
selected for action research. In order to make the research running well the teacher
made a commitment with the students that during the process of action research they
were not allowed to have permission. After that, he gave explanation about the
research and the role of both the researcher and the students during the research
The teacher started with the brainstorming activity. It was used to know the
prior knowledge of the students related to the topic. To encourage the students’
motivation, the teacher asked some question regarding to the previous lesson such as
debate itself. Then, the teacher conducted free-debate, it mean debate without roles or
regulation. Here, the students have opportunities to convey their opinion and
argument
The purpose of the debate was to know the prior ability of the speaking
students. Then the teacher discuss, asked some question to the students based on free
debate process.
55
b .Main Activity
After focusing the topic, the researcher introduced the Australasia debate,
the objectives of the lesson and the procedure of the debate. The implementation of
the debate aimed to stimulate the students to speak without having burden because
At the first meeting, teacher decided the group to government (positive) and
opposition (Negative) which each groups consist of four debaters namely first
After deciding the group or divided the 12 students into 4 teams, because
one team consists of three students the teacher determined the same topic that want
used be debate.
Even though the topic had been applied according to the procedures, the
researcher gave the time to each to discuss (case building) for fifteen minutes before
Before the starting the debate the teacher asked the students refer to the
topic discussed whether ready or not. When the students were ready to debate the
teacher also prepared the total score converted in the Ollers’ Conversion.
c. Post activity
In post activity, teacher conclude and give input to the students regarding to
the debate activity with the consideration that the activity better than before, the
teacher asked the students about the difficulties during the debate process.
56
4.2.1.3 Observation
analyzed. At the beginning of the action, the researcher found some problem that he
saw the students were not too active during their debate. They tend to read the text in
delivering their speech, they still got difficulties to express their ideas and also when
they gave rebuttal to their opponent’s team. Their manner, when they delivered their
speeches was still shy and afraid to express their opinions and also for the other
groups.
After analyzing the teaching and learning result in speaking skill of four
meeting based on the result of the observation checklist, the field not and the
interview with the students, the researcher and the collaborator draw a conclusion that
the strategy needs to be improved on the next cycle because the result had not met
the criteria of success, because no students could achieve the level between 3 to 3 +
phrase. So the implementation of the debate strategy did not yet give satisfactory
result on the increasing of the students speaking skill. This unsatisfactory result could
Based on the finding in this cycle, the researcher and the collaborator agreed
to move the next cycle and increased the strategy to solve the students’ problems on
speaking skill by considering the following points; they often got difficulties in
delivering opinions, rebuttal, pronouncing words correctly. Debate system that using
a team work, so a team actually should work together to support their team’s case
57
achieve a good debate in the presentation activities. It was necessary to set the time
appropriately for each of the activities done. It included how to manage enough time
reflection through the analysis of the obtained data. The analysis was on the basis of
the obtained data from the observation form, and score converted in the Ollers’
Conversion
From the result of the data analysis, it was found that the students had low
However, it must be admitted that there were still some weakness and error
b. Reflection
The researcher found that the result was not satisfactory yet, it happened
because first, most the students had no much background knowledge of the motion of
the debate, second the students were difficult to deliver and express their ideas,
besides that they got difficulties in giving rebuttal to opponent team’s opinion. The
58
students often reluctant and discourage to speak. But the implantation of debate in
cycle 1 did not meet the criteria of success. So it was necessary to conduct cycle 11
as the improvement of cycle 1. Based on the average score of the observation; the
average score of the result had not met the criteria of success, because no the students
Measurement.
Table: 4.5 the students’ FSI Level based on the total score after being
3 Bernabas. D. Ngampu 44 44 46
4 Niko. Angga 52 55 55
5 Ahmad Farid 55 55 57
6 Liberta 52 52 57
7 Hartina 55 55 57
8 Melania. F. Rosa 52 44 46
9 Applyana 55 50 55
10 Nopen 44 44 53
11 Rofiatus 50 50 55
12 Suparman 44 44 46
59
53-63 2+ 4
11 64-72 3 _
73-82 3+ _
43-52 2 7
111 53-63 2+ 5
64-72 3 _
73-82 3+ _
1V 43-52 2 3
53-63 2+ 9
64-72 3 _
73-82 3+ _
Based on the finding of this cycle, the researcher concluded that some
improvement was made by the used of Australasia debate in the teaching and learning
learning atmosphere. But there were some aspect on the implementation of the debate
that still need to be revised and improved such as in delivering opinion, rebuttal,
pronouncing words, case the motion and also debate system using a team work, so a
team actually should work together to support their team’s argument. So, debate by
Furthermore, the action for cycle 1 did not meet all criteria of success yet.
Thus, the researcher concluded that the activity in cycle 1 needed to be continued to
4.2.2. Cycle 2
The cycle 2 was carried out in order to evaluate the next process whether the
action need to be continued to the next action or stopped. Cycle 2 was conducted
from June 18th, 2010, up to July 28th, 2010 which was done in six meetings (1 meeting
According to the evaluation in the first cycle that the implementation of the
Australasia debate system had not met the criteria of success yet. The researcher
designed that focused on the instructional material and the way of implementing the
debate strategy. The revision was concentrated in creating the situation where the
students were able to speak fluently and improved the standard score. So in cycle 11
researcher changed the way of presenting the material. In cycle 11 the researcher
gave 6 motions that were current topic and were interesting, after that asked students
to choose three motions that would be presented. Besides the researcher drilled their
pronunciation and gave more expression that often be used in debate. And also in this
cycle the researcher and the collaborator gave example how to have a good manner in
debating it could make the students have high spirit, high motivation, and high
confidence. Besides that the researcher advised the students to find articles that
61
related to the motions that they were going to debate it in the next debates either from
magazines, newspaper, internet or other resources to support the arguments during the
debate.
In this cycle the procedure of teaching and learning activities was set up 3
The cycle 2 was conducted six meeting were covered six topic. The procedure of
teaching and learning process was shown in Table 4.6 the Activities of Australasia
LUX’S Ads.
1V Debate practice THBT Ariel, Luna Maya and
contribution in Indonesia
VI Debate practice THBT students should not
school
62
In order to reach the criteria of success, the researcher concerned with the
4.2.2.2 Implementation
previous cycle. The implementations of the Australasia debate system for cycle 2
1). Cycle 2
The cycle 2 covered 6 meeting which conducted from June 18th, 2010, up to
July 28th , 2010 which was done in six meetings (1 meeting equal 2 hours 50
Meeting
a. Pre-Activity
Before starting the activity in cycle 2 the teacher opened the class by
greeting, asking the condition of the students and checking the attendance list. The
teacher informed to the class that the class would like to continue the debate with the
real Australasia form the action research. In order to make the research running well
63
the teacher made a commitment with the students that during the process they were
not allowed to have permission. After that, the researcher gave explanation about the
research and the role of both the researcher and the students during the research for
cycle 2.
The teacher started with the brainstorming activity. It was used to know how
far the students understand for the prior knowledge of the students related to the
topic. To encourage the students’ motivation, the teacher asked some question
b. Main Activity
In this part the teacher explained and reviewed the Australasia debate, the
aim and the procedure of the debate. The explanation of the debate aimed to stimulate
the students more understand and motivated them to speak without having burden
because one of the characteristic of the debate was relaxed and enjoyable.
After giving explanation the teacher ask the students to have the group to be
debaters namely first speaker, second speaker, third speaker and reply speaker would
c. Post activity
In this part, the teacher asked the students/ debaters after applying the
topics about in order to know whether the students understand or not what they had
been talking about. Here, the researcher reviewed and advised for each debater and
64
gave input in order to motivate the students did the debate better then before. And
also teacher made conclusion regarding to the debate activity and he always asked to
4.2.2.3 Observation
activities in the classroom while they were practicing the use of Educational Debate
technique. He tried to find out the condition that might appear during the speaking
activity. The researcher provided observation form, field note, direct observation and
direct observation. In direct observation, the researcher directly observed the activity
and made notes. In the indirect observation, the researcher gave the students
observation check-list. Furthermore, the quantitative data were obtained from the
observation from result and field note of the students’ activities toward the
The sources of data were students of IKIP Budi Utomo Malang by using the
strategy namely debate Australasia system. It was functioning as the target of the
action.
During the process of debate in Cycle 2, the researcher also evaluated the
speaking. From the result obtained during the implementation of the debate in cycle
2, the researcher concluded that the implementation of Australasia debate system will
be continued in cycle 3 because in improving speaking skill through debate did not
meet all criteria of success yet. Even though, some students had met the indicators,
65
while the important objective of the debate was encouraging the students to practice
students’ speaking skill, and more self confident, providing enjoyable learning
reflection through the analysis obtained data. The analysis was on the basis of the
obtained data from observation form, field note, direct observation and direct
observation.
From the result of the data analysis, the implementation of the debate in
cycle 2 improved better then the previous action. It was proved by the result of the
criteria of success below. And the important thing that it was found that the students
Thus, the technique was able to give a good effect on the students besides that the
students could practice their speaking ability in more comfortable. The students
showed great enthusiasm to get turns as the speaker and willing to brave speak. The
researcher still gave the tolerance to students who have some weakness and error
found during the conversation in applying debate especially concerning the grammar
and pronunciation, accent, fluency. A part from the mistakes, the students could give
response when another team gave the statement. It was in the form of simple
b. Reflection
Related to the observation the researcher made some conclusion that based
on the implementation of the debate in cycle 2 which consist of six meetings. It was
found that the students learning motivation was interested and their speaking ability.
The data showed that Australasia debate system could improve students’
motivation, self confident, and bravery in speaking during the teaching and learning
3 Bernabas. D. Ngampu 67 71 71
4 Niko Angga. I 72 74 74
5 Ahmad Farid 76 76 76
6 Liberta 72 74 74
7 Hartina 76 76 76
8 Melania. F. Rosa 67 71 71
9 Apllyana. H 72 76 76
10 Nopen 69 72 72
67
11 Rofiatus 72 73 74
12 Suparman 67 71 71
Table: 4.7 the students’ FSI Level based on the total score after being
Students
43-52 2 _
53-63 2+ _
V 64-72 3 9
73-82 3+ 3
43-52 2 _
VI 53-63 2+ _
64-72 3 3
73-82 3+ 9
VII 43-52 2 _
53-63 2+ _
64-72 3 3
73-82 3+ 9
Based on the obtained data from the Conversion Table the researcher found
that the average score of time of the students’ ability in speaking in cycle 2 did not
meet the criteria of success yet. Because only nine students were able to reach in level
Based on the findings of this cycle, the researcher concluded that some
improvement was made by the used of Australasian debate in the teaching and
providing an enjoyable learning atmosphere. But there were some aspect on the
implementation of the debate that still need to be revised and improved such as
Furthermore, the action for cycle 2 did not meet all criteria of success yet.
Even though, some students were active and more self confident to speak during the
implementation of the debate technique. Thus, the researcher concluded that the
activity in cycle 2 has not met the criteria of success and it was needed to be
The researcher did this action based on the evaluation in second cycle that
had not met the criteria of success yet. The researcher made some revision on the use
of debate. The revision was focused on the pronouncing words, accent, manner, and
debate strategy. The revision was concentrated in creating the situation where the
students were able to brave to speak and improved the standard score.
In this cycle the module/ lesson plan covered the specific instructional
objectives, the topic, the instructional media, and the procedure of teaching and
learning activities was set-up in 3 stages; pre-activity, Main-activity and post activity
during the process in cycle 3. The cycle 3 was conducted in six meeting to cover six
topics.
1|7 2010
1V Debate practice That Luna. Maya and Cut Tari
In cycle three the researcher defined the learning objectives which focused
among the students, to improve student’s speaking skill ability in English, to give the
students opportunities to initiate oral communication and ask students think critically.
In order to reach the criteria of success the teacher concerned with the focus
of improving speaking skill. Thus, it was expected that in cycle 3 the teaching and
learning of debate could increase the students’ more self confidence and motivation
to speak more than in cycle 2 and the students were to perform the real debate
4.2.3.2 Implementation
previous cycle. At the third cycle consist of six meeting too. The researcher presented
implementation of the teaching and learning process of the third cycle was presented
as follows;
1). Cycle 3
Cycle 3 had six meeting which conducted from June 28th, 2010 to July 5th,
2010. The researcher applied the action the action based on the teaching and learning
scenario as follows;
a). Meeting
a. Pre-Activity
Before starting the lesson in cycle 3 the teacher opened the class by
greeting, asking the condition of the students and checking the attendance list. To
make research running well the teacher made a commitment with the students that
during the process they were not allowed to have permission. After that, the
researcher gave explanation about the research and the role of both the researcher and
The teacher started withy the brainstorming activity. It was used to know
how far the students understand for the prior knowledge of the students related to the
71
topic. To encourage the students’ motivation, the researcher asked some question
b. Main Activity
In this part the teacher explained and reviewed the Australasian debate, the
aim and the procedure of the debate. The explained of the debate aimed to stimulate
the students more understand and motivated them to speak without having burden
because one of the characteristic of the debate was relaxed and enjoyable.
After that, the teacher ask the students to have the group to be government
(positive) and opposition (negative) which each groups consist of 3 debaters namely
first speaker, second speaker, third speaker and reply speaker would be burdened by
After forming the group, the researcher gave the time to each team to
discuss (case building) for thirty minutes before applying the topic for the debate.
Before starting the debate the teacher asked the students refer to the topic
discussed. When the students were ready to perform the debate the teacher prepared
c. Post Activity
After finishing the activity, the teacher reviewed the topics and gave input in
order to motivate the students in performing the debate better. And also teacher made
conclusion regarding to the debate activity and he always asked to the students for the
4.2.3.3 Observation
This part would talk about instruments concerned with data collection,
sources of data and technique of analysis for collected data. The researcher also
provided observation form, field note to register all the activity during the process.
Furthermore, the quantitative data were obtained from the observation from result and
field note of the students’ activities toward the implementation of the debate.
The sources of data were Students of English Department IKIP Budi Utomo
Malang by using the strategy namely debate Australasia system. It was functioning as
target of the action. He tried to find out the condition that might appear during the
speaking activity.
During the process of the debate in cycle 3, the researcher evaluated the
speaking. From the result obtained during the implantation of the debate in cycle 3,
stop in cycle 3 because in improving skill through debate had met all criteria of
success.
reflection through the analysis of the obtained data. The analysis was on the basis of
the obtained data from the observation form and field note.
From the result of the data analysis, the implementation of the debate in
cycle 3 improved better then the previous action. It was proved by the result of
criteria of success below. And the important thing that it was found that the students
especially concerning the grammar, accent, manner and pronunciation. Besides that
the students could practice their speaking ability in more comfortable. The students
showed great enthusiasm to get turns as the speaker and willing to brave to speak.
The researcher still gave the tolerance to students who have some weakness and error
found during the conversation in applying debate especially concerning the grammar,
accent, manner and pronunciation. A part from mistakes, the students could give
response when another team gave the statement. It was in the form of simple
b. Reflection
Related to the observation the researcher made some conclusion that based
on the implementation of the debate in cycle 3 which consist of six meeting. It was
found that their speaking ability improved as showed by increasing the score obtained
from the data observation forms, field note to determine the criteria of success.
motivation, self confidence, and bravery in speaking during the teaching and learning
3 Bernabas. D. Ngampu 76 78 78
4 Niko Angga. I 76 78 78
5 Ahmad Farid 78 82 82
6 Liberta 78 78 78
7 Hartina 76 82 82
8 Melania. F. Rosa 72 76 76
9 Apllyana. H 76 76 78
10 Nopen 72 76 76
11 Rofiatus 76 78 78
12 Suparman 76 76 78
Table: 4.10 the students’ FSI Level based on the total score after being
Students
43-52 2 _
53-63 2+ _
VIII 64-72 3 2
73-82 3+ 10
43-52 2 _
75
IX 53-63 2+ _
64-72 3 _
73-82 3+ 12
43-52 2 _
53-63 2+ _
X 64-72 3 _
73-82 3+ 12
the eight to the nine meeting. Their FSI level is between 3 and 3+ in the eight
meeting, there are two students in level 3 and ten students in level 3+. In the nine till
ten meeting their FSI level is 3+. There is no one left in level 2+. At the end of
meeting the students in level 3+ increased there are twelve students in level 3+. It
means that they are able to use English as their means of communication in their daily
life and they can participate effectively in a speaking activity talking about topic
concerning with social life, professional and practicing things. At the level the
certain social topics and practical things with sufficient accuracy in grammar, accent,
Based on the finding of this cycle, the researcher concluded that the
improvement was made by the use of Australasia debate in the teaching and learning
activities. The improvement could be identified from the achievement of the criteria
of success:
76
First, the students were active during the teaching and learning process. It
was identified by the students’ participation in debate perform actively and based on
the result of the observation form in cycle 3. Second, the students become more
confident to give response and argument also express their ideas when the students
got his turn to speak to perform debate. Furthermore, the action for cycle 3 had met
all criteria of success. The students were active and have more self confident to speak
during the implementation of the debate technique. Thus, the researcher concluded
positive effect on students’ speaking ability, the researcher measured the student’s
speaking progress based on their daily assessment. The researcher used Oller’s
speaking lecturer to take the score. There were 7 meetings and researcher took the
students’ score in every meeting. In every meeting he gave scores based on their
assessment researcher could get the data and know the students’ speaking progress. It
used to find out whether the technique can improve the students’ speaking ability or
not. The students’ speaking progress can be seen in total score, from the first meeting
Based on the Oller’s Conversion Table the researcher then put the total
score into the table so it will be easy to see the students speaking’ progress. (See
77
appendix 6). From the conversion Table (appendix 6) we can see that the students’
At the first meeting their FSI level is between 2 until 2+. Based on the
Conversion Table, there are eight students in level 2 and four students in level 2+.
FSI level defines that the students in level 2 and 2+ they are able to satisfy routine
social demands and limited work requirements. They can handle with confidence but
not facility most social situations including introduction and casual conversation
the eight to the nine meeting. Their FSI level is between 3 and 3+ in the eight
meeting, there are two students in level 3 and ten students in level 3+. In the nine till
ten meeting their FSI level is 3+. There is no one left in level 2+. At the end of
meeting the students in level 3+ increased there are twelve students in level 3+. At the
level the students can participate effectively in most formal or informal conversation
about certain social topics and practical things with sufficient accuracy in grammar,
CHAPTER V
This chapter presented the summary of finding and the discussion of the
several important for educational objectives. Through the debate students are able to
improve their ability in recognizing their behaviors for handling difficult situation.
And they have ability to response the situation and condition in speaking process.
Debate is able to force and motivate the students brave to speak English,
debate technique carry out them an appealing set of activities because by doing this
action the students are interested and enjoy it, they are not realized that perform the
The research had objective to improve the students speaking skill through
the debate technique. And the most important thing that by using Australasia debate
The research had objective to improve the students speaking skill through
the debate technique. And the most important thing that by using Australasia debate
The debate Australasia system was selected based on the objective of language
among the students, the students become more self confidence to convey or express
their ideas in English, the students are able to have bravery to express their opinion.
Before applying the Australasia debate in teaching and learning process, the
researcher observed that most of the students were passive. They did not have bravery
to speak, they were afraid of make mistakes, they were afraid of being laughed by
their friends and they did not have self confidence in expressing their ideas. So they
needed a conductive class to practice their ability in speaking where they were able to
Based on the result of the students’ performance during cycle 1, cycle 2, and
cycle 3, it could be concluded that debate of Australasia system could improve the
students’ speaking skill. It could be proved with the prior observation form result of
students, observation form result of students in cycle 1, 2 and 3. It could be said that
technique, almost all the students were actively in the speaking activity. All of the
students (12) stated that most of the students talked and the majority of the students
(9) stated that they spoke spontaneously without reading any text. They needed only
the outline of their speech. And some of the students (3) need to read the material
during presenting the speech in the middle of the debate. Even though they still got
difficulties in presenting their speech; they had tried very hard to present the speech
80
in the debate using English. They felt got a great deal to talk. It was stated by all
students in the class. They felt that got opportunity to tell their ideas freely because
based on the researcher’s observation most of the students said that their ideas were
not limited.
All the indicator of the criteria of success had been fulfilled as follows:
a. The results of the students were actively involved during the teaching and
learning. Their response toward the implementation of the debate had positive
impact of their speaking skill. The students were more active and motivated to
b. The students became more self confidence to make rebuttal and the students
c. The students were happy and enjoyed in learning speaking by using debate
system and finally the average of the score result in cycle 3 had fulfilled the
criteria of success.
5.2 Discussion
Based on the reflection and the data obtained from the cycle, the researcher
concluded some points concerning with the advantages of the implementation of the
debate technique.
a. The variations of teaching strategies were needed to improve speaking skill and
solve the problem of the students’ low speaking ability. Australasia debate
system, the one of the strategy that was able to solve the problem during the
teaching and learning process of speaking. Debate could create the varieties of
81
communicate.
levels, intermediate, advance or students who ever got English basic before. It
debate formation was useful to help the learners go to communicate. With the
Australasia debate formation students could practice and have to force to speak
up.
debate, researcher stated the importance parts as presented. After selecting the kind of
the debate namely Australasia debate system determining its procedures, the
researcher designed how to apply the modules or lesson plan to the students. The
researcher also prepared the media, for example whiteboards, and another media to be
The teaching and learning strategy was presented in lesson plan or module
that covered the procedure of debate in details; pre-activity was an activity before
doing the debate, the teacher gave brainstorming in order to know the students’ prior
knowledge about the topic that they wanted to debate. After that the teacher provided
Main activity, here the researcher introduced the debate Australasia system
to the class in cycle 1, 2, and 3. During the implementation of the debate the teacher
did as facilitator who gave guidance about the procedure of the Australasia debate.
82
During the process of explanation the teacher showed the slide about the Australasia
debate procedure. Also the teacher gave a model how to applied debate by involving
in the group of debate. In group formation the teacher asked the students to make
group which consist of 3 debaters each team represented as first, second, third and
reply speaker.
were motivated to apply the debate during freely, relaxed and enthusiastic. They
looked confidence enough to speak in front of the class because the debate regulation
forces the debaters in turn to express their opinion although in simple expression.
Moreover, the students seemed to have no problem in applying the debate. Since, it
In general, the action for cycle 1 worked well, even though there were some
active and passive students. The purpose was to make the action enjoy
and lively. So, the teacher gave tolerate to students who made mistakes
The strength of applying the debate strategy was to improve the students’
speaking ability. The improvement of the students’ could be examined from the data
analysis obtained.
encounter some difficult to express their opinion in English. From the data obtained
we knew only in level 2 and 2+, no the students could achieve the level between” 3
average of observation form did not reached the target of standard score.
Moreover, the obtained data also showed that the main factors that affected
the students’ ability in speaking English. They did not confidence while standing in
front of their friends to speak English, they did not brave to convey their ideas, they
were afraid in making mistakes in speaking, and sometime they could not response to
another quickly.
On the other hand, after implementing the debate technique the students’
speaking ability showed an improvement. The evidence during the reflection proved
that the debate strategy could improve the students’ speaking skill. It could be seen
the action, the data showed that the students had improvements. Based on the Oller’s
84
Conversion Table 5.1 we can see that the students’ proficiency is experiencing some
progress.
No Students 1 II III
Table 5.2 the students’ FSI Level based on the Total score after being converted in
53-63 2+ 4
64-72 3 _
73-82 3+ _
III 43-52 2 7
53-63 2+ 5
85
64-72 3 _
73-82 3+ _
IV 43-52 2 3
53-63 2+ 9
64-72 3 _
73-82 3+ _
V 43-52 2 _
53-63 2+ _
64-72 3 9
73-82 3+ 3
VI 43-52 2 _
53-63 2+ _
64-72 3 3
73-82 3+ 9
VII 43-52 2 _
53-63 2+ _
64-72 3 3
73-82 3+ 9
VIII 43-52 2 _
53-63 2+ _
64-72 3 2
73-82 3+ 10
IX 43-52 2 _
53-63 2+ _
64-72 3 _
86
73-82 3+ 12
X 43-52 2 _
53-63 2+ _
64-72 3 _
73-82 3+ 12
Beside the time duration researcher also tried to evaluate based on the FSI
Table during the process of debate. The researcher got the data from FSI Table that
showed the students’ improvement in their speaking. The data in cycle 1 showed that
average score level between “2 to 3+” no the students could achieve the level
process of debate implementation for cycle 1 did not reached the standard score based
on criteria of success because the average score in category below average (<63) even
some students got (53) poor. While, the obtained data from cycle 2 the average score
level between “ 3” because only nine students were able to reach in level 3+. Here the
students’ improvement in their speaking showed. In cycle 3 the obtained data was the
average between 3 and 3+ and there are two students in level 3 and ten students in
level 3+. In the nine till ten meeting their FSI Level is 3+. There is no one left in
Level 2+.
Furthermore, it could be said that the students were more active and
motivated to speak in English after applying the debate. Thus, the criteria of success
had been fulfilled in cycle 3 so the researcher stopped the action. Based on the
evidence above, researcher concluded that the study had proved that the
87
students of English Department IKIP Budi Utomo Malang. The most important
characteristic of Australasia debate system were creating the teaching and learning
debate was able to motivate students to communicate in English, brave to speak and
Considering that some experts had done the research concerning the
advantages of the Australasia debate system technique, this had answered the
Australasia debate system is one of the technique that could be used to improve
speaking skill of the students of English Department IKIP Budi Utomo Malang. And
Australasia debate system formation is one of the techniques that could be used to
force to speak. Besides that the students are motivated to speak or communicate in
English.
CHAPTER VI
In this last chapter, after having done the analysis, the researcher will
6.1 Conclusion
88
Based on the research finding from the action conducted in three cycles at
the fourth semester of English Department IKIP Budi Utomo Malang in academic
year 2009|2010, the following conclusion can be drawn as the answer of the question
of the study. First based on the daily assessment the Australasia debate system can be
improve the students’ speaking skill of the fourth semester of English Department
IKIP Budi Utomo Malang in academic year 2009|2010. It is seen after three cycle of
the strategy applied compared with the preliminary study. In the preliminary study,
most of the students got difficulties to speak English. They had limited chance to
speak in the classroom, had limited vocabulary, lacked of group activities and faced
with psychological burdens such as afraid of making mistakes and shy to speak
English in front of the class. Meanwhile, after three cycle of the action most of the
students are actively involved during teaching and learning speaking process through
debate. They are able to express their ideas; opinion and feeling able to perform their
performance without being afraid of making mistakes and able to work in group
cooperatively.
Second the students have positive response towards the use of the
working in teams or group during debate actively has given them a good chance to
share the ideas and help each other that makes them brave in speaking English. There
are some group’s activities that the students feel effective during debate to increase
interesting material or motion or called topic of the debate will make the students
proficiency while and after they use the Australasia debate. From FSI Level, it shows
conversation or discussion.
Finally, Australasia debate is able to give the students a great deal of chance
in practicing their speaking skill. It used useful for the students in terms of
communicate actively and current topics that relate to social problems of the debate
can be easily understood by the students that finally they can stimulate the students to
6.2 Suggestion
After doing the observation, giving questionnaires and analyzing the data,
the students to read a lot of about articles, news, science and other
skill.
REFERENCES
91
Agustines, Helena I.R. (2004) the 2004 English Curriculum in A. Nutshell. A Papert
Presented at National Seminar. Saturday, 2 October 2004. Malang State
University
Newman, W.I 1989. Designing Tasks for the Communication Classroom. Cambridge:
Cambridge University Press.
Oller, John W. J.r 1979. Language Test at School. London: Longman Group Ltd.
Richards, J.C and Rodgers, T.S 2001. Approaches and Method in Languages
Teaching. United Kingdom: Cambridge University Press.
92
The State Islamic University of Malang. 2005. Guidelines for East Java English
Debate Contest. Malang: Penerbit Universitas Islam Negeri Malang.
APPENDIX 1
KUESIONER
93
informasi atau keterangan apakah teknik “Australasian Debate” dapat mendorong dan
Berilah tanda silang (x) pada jawaban yang anda paling tepat.
a. Sangat menarik
b. Menarik
c. Kurang menarik
d. Tidak menarik
2. Bagaimana menurut anda tentang penerapan teknik tersebut untuk kelas speaking?
a. Sangat mudah
b. Mudah
c. Sedang
d. Sulit
3. Anda menyukai teknik tersebut sebagai salah satu teknik dalam pengajaran
speaking?
a. Sangat suka
b. Suka
c. Kurang suka
d. Tidak suka
94
4. Teknik tersebut dapat membantu anda untuk mengeluarkan ide-ide anda dalam
kelas speaking?
a. Sangat membatu
b. Membantu
c. Kurang membantu
d. Tidak membantu
8. Topic-topik yang dipilih membantu anda berperan aktif dalam proses Australasian
Debate?
a. Sangat Membantu
b. Membantu
95
c. Kurang membantu
d. Tidak membantu
9. Adanya “Motion atau Topic dalam setiap kegiatan “Debate” membantu anda dalam
mengungkapkan ide-ide atau pemikiran anda?
a. Sangat membantu
b. Membantu
c. Kurang membatu
d. Tidak membantu
10. Dengan topic-topic tersebut teman-teman anda terlihat antusias dalam mengikuti
kegiatan “Australasaian Debate”?
a. Sangat antusias
b. Antusias
c. Kurang antusias
d. Tidak antusias
11. Topic-topik tersebut sesuai dengan apa yang terjadi saat di masyarakat?
a. Sangat sesuai
b. Sesuai
c. Kurang sesuai
d. Tidak sesuai
12. Pengajar mendorong anda untuk berpartisipasi aktif dalam Australasian Debate?
a. Sangat mendorong
b. Mendominasi
c. Kurang mendorong
d. Tidak mendorong
a. Sangat mendorong
b. Mendominasi
c. Kurang mendominasi
d. Tidak mendominasi
15. Pengajar banyak memberi kesempatan bagi anda untuk mengeluarkan pendapat
anda?
a. Sangat banyak
b. Banyak
c. Kurang banyak
d. Tidak banyak
16. Menurut anda dengan teknik “Australasian Debate” banyak membantu anda dalam
kegiatan berkomunikasi?
a. Sangat banyak
b. Banyak
c. Kurang banyak
d. Tidak banyak
17. Dengan teknik “Australasaian Debate” ini anda semakin termotivasi untuk lebih
aktif dalam kegiatan kelas speaking?
a. Sangat termotivasi
b. Termotivasi
c. Kurang termotivasi
97
d. Tidak termotivasi
18. Setelah mendapat pengajaran teknik “Australasian Debate” menurut anda perlukah
tekhnik ini tetap di terapkan bagi Mahasiswa IKIP Budi Utomo Malang?
a. Sangat perlu
b. Perlu
c. Kurang perlu
d. Tidak perlu
19. Anda merasa ada peningkatan kemampuan berkomunikasi dalam bahasa Inggris
setelah di beri pengajaran tentang “Australasian Debate”?
a. Sangat banyak
b. Banyak
c. Sedikit
d. Tidak ada
20. Setujukah anda bahwa teknik “Australasian Debate” akan berguna bagi anda suatu
hari nanati?
a. Sangat setuju
b. Setuju
c. Kurang setuju
d. Tidak setuju
APPENDIX 2
LESSON PLAN
Level : Intermediate
Media : handout,
6. Remarks.
7. Closing
APPENDIX 3
Kemampuan berbicara siswa akan diukur menggunakan model FSI
(pengukuran kemamapuan berbicara menurut Oller). Ada dua macam table, yaitu:
99
Weighing Table
Proficiency Description 1 2 3 4 5 6
Accent 0 1 2 2 3 4 ………..
Grammar 6 12 18 24 30 36 ……….
Vocabulary 4 8 12 16 20 24 ……….
Fluency 2 4 6 8 10 12 ……….
Comprehension 4 8 12 15 19 23 ……….
Total ………..
Conversion Table
Total Score (from Weighing Table) FSI Level
16.25 0+
26.32 1
33.42 1+
43.52 2
53.62 2+
63.72 3
73.82 3+
83.92 4
93.99 4
APPENDIX 5
The Total Scores of the Students’ Speaking Proficiency
No Students 1 II III
APPENDIX 6
The Students’ FSI Level based on the total score after being converted in the
Ollers’ Conversation Table.
53-63 2+ 4
64-72 3 _
73-82 3+ _
III 43-52 2 7
53-63 2+ 5
64-72 3 _
101
73-82 3+ _
IV 43-52 2 3
53-63 2+ 9
64-72 3 _
73-82 3+ _
V 43-52 2 _
53-63 2+ _
64-72 3 9
73-82 3+ 3
VI 43-52 2 _
53-63 2+ _
64-72 3 3
73-82 3+ 9
VII 43-52 2 _
53-63 2+ _
64-72 3 3
73-82 3+ 9
VIII 43-52 2 _
53-63 2+ _
64-72 3 2
73-82 3+ 10
IX 43-52 2 _
53-63 2+ _
64-72 3 _
73-82 3+ 12
X 43-52 2 _
102
53-63 2+ _
64-72 3 _
73-82 3+ 12
APPENDIX 7
In cycle 1
In cycle II
In Cycle III
APPENDIX 8
IRENIOUS JODDAS
BERNABAS.D. NGAMPU
NIKO ANGGA.I
AHMAD FARID
LIBERTA
HARTINA
MELANIA.F.ROSA
APLLYANA.H
NOPEN
ROFIATUS
SUPARMAN
104
Appendix 9
The Characteristic of the Applied Materials
Yes No
1 The material are understandable 12 -
9 idea 12 -
105
10 memorize 6 6
APPENDIX
The Data from Questioner
3 66,7% 33,3% - -
4 75% 25% - -
5 33,3% 66,7% - -
6 75% 25% - -
7 58,3% 41,7% - -
8 50% 50% - -
9 66,7% 33,3% - -
10 16,7% 83;3% - -
11 50% 50% - -
CURRICULUM VITAE
Susanto was born in Trenggalek (East Java) on the third march 1985. He is
the first son of a couple; Mr. Sumarno and Mrs. Winarsih. He is a lucky boy due to
his living in a harmony family which puts the education above all.