THE EFFECTIVENESS OF DEBATE IN IMPROVING

STUDENTS SPEAKING ABILITY AT TWELVETH

GRADE STUDENT OF SMAN 3 PONOROGO IN
ACADEMIC YEAR 2012/2013
Submitted by Wachid Amiruddin di Senin, Januari 14, 2013
this file presented by: Nashihatur rosyidah (MANY THANKS FOR HER)

I. RESEARCH TITLE
The Effectiveness of Debate in Improving Students Speaking Ability at Twelveth Grade of
SMAN 3 Ponorogo in Academic Year 2012/2013.

II. Background of Study
English is an international language. It the first foreign language taught to secondary
school student in Indonesia is a compulsory subject. Student are obliged to master English to
a certain extent. This is aimed in preparing them easily to adjust todays global nation in
which English is used as a means of oral and written communication.
As stated in syllabus. The objective of teaching English for Senior High School is
make improvements on communicate in English through listening, speaking, reading and
writing.[1] The most people, mastering the art of speaking is the most important aspects of
learning a second language of foreign language and success is measured in terms of the
ability to carry but a conversation in the language.[2] The ability to speak a foreign language
is without doubting the most highly prized language skill, and rightly so because one who can
speak a language well can also understand it and can learn to read it with relative ease.[3]
Bygate suggest that oral interaction can be characterized in term of routines, which
are conventional (and therefore predictable) ways of presenting information which can either
focus on information or interaction.[4]
English as a second and foreign language is taught and learned in the classroom.
Students are supposed to show their natural performances in mastering English as what native
speakers do in normal communication. Researcher could hardly find some classes that
include special English speaking activity. There are many reason for it, such as limited time
is allocated for teaching English. Students do not have enough time to actually learn to speak
in the class because the teacher strongly concerns to teach the grammar and syntax and
students motivation in less to make those situation become better. The possible way is to
make another class outside formal classed such as an extracurricular activity.
There are many activities to increase students speaking skill in extracurricular
activity. Those activities have many technique one of the technique that can be used to
develop students speaking ability is debate. The concept of active debate is not only to
enable student to speak fluently and accurately as native speakers thinking. To speak fluently,
they should have enough vocabularies, expressions and be able to share opinions. Therefore
debate is the highest level of technique in assessing students speaking skill.
Debate has been used in several English classes in united states, such as at the EPI
(English Program for International) at university of south Corolina and the English classes at
university of Arkansas. It proved that debate could be one of teachers technique to increase
students speaking ability.
In Indonesia, English debating competition has been one kind of competitions to
motivate student in increasing. Their speaking capability. But for Senior High School.
English debate is not too popular as speech or drama whereas it could be a valid indicator in
assessing listening and speaking skills at the students.
There are a couple Senior High School in Ponorogo which use debate as one kinds of
technique for a extracurricular activity. In this case, SMAN 3 Ponorogo has on
extracurricular activity which applies debate as one activity which is concerned in improving
students speaking ability.
Based on the identification above researcher made a research on the study if
effectiveness of debate in improving students speaking ability at twelveth grade of SMAN 3
Ponorogo in academic year 2012/2013.


III. Identification of the Problem
From the background of the study there are lots of problem concerning with the
speaking skills. Those problem can be stated as follow:
a. The students had low activeness in teaching speaking.
b. The students were difficult to explore their idea and speak fluently.
c. The students had low achievement in teaching speaking.
d. The students did not have enough time to speak English in the class.
e. The students can explore their idea by debate method in teaching learning process.
f. The teachers hold control and the students attitudes during teaching-learning process.

IV. Limitation of the Study
Based on the identification of the problem above. It can be taken the limitation of the
problem bellow: The effectiveness debate method in improving students speaking ability to
the twelfth grade of SMAN 3 Ponorogo in academic year 2012/2013.
This research will use Standard competence as follow Mengungkapkan pendapat
dalam kelas debat.
Base competence that will be used in this research is Mengungkapkan
argument,pendapat,sanggahan,dan tanggapan saat debat berlangsunga
In this research especially for indicator, the researcher hopes that the students are be
able to use grammar, vocabulary, pronounciation, in improve their speaking ability.




V. Research Focus
To avoid irregularities in the research this study only focused on the effectiveness
debate in improving students speaking ability to the twelfth grade of SMAN 3 Ponorogo in
academic year 2012/2013.

VI. Statement of the Problems
Regarding to the background to the study the problem statements are formulated into:
1. Is debate effective in improving students speaking ability.
2. Is there significant relation that the use of debate method in improving students speaking
ability?

VII. Objectives of the Study
1. To find out weather debate method is more effective than the other methods in improving
students speaking ability.
2. To explore that debate is significance to improving students speaking ability.

VIII. Significance of the Study
This study focuses on the effective method of teaching speaking English by using
debate method in improving students speaking ability and the result is expected to have it
benefits pointed to:
1. Teachers
The result of study is expected to many the methods teachers teach speaking English,
especially the English teacher of SMAN 3 Ponorogo.
2. Students
The result of study is expected to make students more confident is speaking classroom,
particularly the twelfth grade students of SMAN 3 Ponorogo in academic year 2012/2013.
3. Readers
This study offers limited scope of discussion regarding the effectiveness of debate method in
improving students speaking ability. The result is expected to make readers interested in
observing the effectiveness of this method from other points of view.

IX. Review of Related Literature
1. Theoretical Background
A.Speaking
a. The nature of speaking
Speaking is the verbal language used to communicate with others.[5]Lado point out
that speaking ability is described as the ability to express oneself in life situations, or the
ability to express sequence in ideas fluently.[6]
Speaking consists of producing systematic verbal utterances to convey meaning
(Utterances are simply things people say). Florez point out that speaking is an interactive
process of constructing meaning that involves producing, receiving and processing
information. It is often spontaneous, open-ended, and evolving.[7]
It means that speaking is the ability of somebody to express or to give ideas using
verbal communication to communicate with others spontaneously. And it involves producing,
receiving and processing information.
b. The characteristic of successful speaking
The characteristic of successful speaking activirt as stated by Penny Ur name:[8]
a. Learners talk a lot as much as possible of the period of time allotted to the activity is in fact
occupied by the learner talk.
b. Participation is even. Classroom discussion is not dominated by a minority of talk active
participants: all get chance to speak, and contributions are fairly evenly distributed.
c. Motivation is high. Learners are eager to speak because they are interested in the topic and
have something new to say about it.
d. Language is of an acceptable level, learners express the in selves in utterances that are
relevant, easily comprehensible to each other, and of an acceptable level of language
accuracy.
In order to success students speaking ability, students need to have ability to talk a lot,
participants to talk, motivations and language acceptable level.
c. The assessments of speaking
The assessment of speaking is to asses, oral language on systematic and have
procedures or reassessment activities that can seedily be incorporated into plans by making
assessment reflecting to instructions it will increase the validity and reliability of assessment
approachs.[9]
The assessment of speaking is states as follows:
a) Pronunciations and intonation
The outer of speech is sound, the speaker must firt deside w hat to say, be able to
articulate the words, and create the physical sounds, that carry meaning.
Second language learners therefore need a knowledge of the language they wish to
speak an understand of the phonetic structural of the level of individual word and an
understanding of intonations.[10]
b) Accuracy and fluency
In learning English as foreign languages learners often errors Ehen they are speaking.
In teaching speaking it is common to correct high gravity error immediately, low gravity
errors can wait.
We could point the following as phenomenon that we many wish to consider as
helping to define what mean by fluency.[11]
1) Hesitation consisting of pauses, witch can be unfilled (silence) filled (with noises like erm.
2) Repeating syllables or word
3) Changing words
4) Correcting the use of coherent save devise, particularly pronouns.
5) Beginning in such a way that grammar predicts what comes
6) Next, but the speaker changes the structure of the utterance part way trough.
7) Grammar
c) Grammar
Grammatical correctness is a main poin were speech is connected. A core grammar
for informal speaking wpuld probably need to include the following items.[12]
1) A command of present and past simple, and the to use the latter to sequence narratives.
2) Familiarity with use of the continues and perfect forms of verbs, boot to frame and
background information in narratives.
3) A knowledge of the most frequently occurring modal and semi modal verb (I, e, can, will,
would, have to going to, used to).
4) The ability to formulate questions, especially not only yes /no but also WH- questions.
5) Some basic conjunctions (and, so, but) in order to string together sequences of causal and
non causal units.
6) One or two all-purpose quoting expression of the said and then I said type.
d) Comprehension
Comprehensions is an exercise aimed at improving or testing students understanding
of language (written or spoken).
It explains that to maximize students speaking opportunities in order to success
students speaking ability, there must be the assessment include students pronunciation and
intimation, accuracy and fluency, grammar and students comprehensions.

B. Teaching
1. Definition of teaching
Teaching is a system involves components influence one another systematically.
This statements depends on
Pengajaran adalah suatu sistem yang terdiri atas komponen-komponen yang saling
bergantung satu sama lain secara terorganisasi yaitu: tujuan, materi pelajaran, metode
mengajar media (alat peraga), pengorganisasian kelas, dan evaluasi)[13]

It means that some teaching components are about the purpose, lesson material,
teaching method, tool, class management, and assessment. Oemar Hamalik states that the
definition of teaching is on and on development and achievement. According to his
definition, it is concluded that:
1. Teaching is some activities of teacher to convey the knowledge toward the students.
2. Teaching is interaction during teaching-learning process between the teacher and their
students. Teaching involves of purpose of teaching, students in learning, teacher in
teaching, teaching tolls, assessment and teaching situation.
3. Teaching as a system involves the teacher profession, the development and achievement of
students as developed organism, the purpose of teaching, curriculum, lesson plan,
counseling, and society relationship.
4. Teaching is the process of education. Teaching activity aims to achieve the purpose of
education .[14]
2. Principles for Teaching Speaking
1) Be aware to the differences between second language and foreign language learning
contexts.
2) Give students practice with both fluency and accurary.
3) Provide opportunities for students to talk by using group work of pair work, and limiting
teacher talk.
4) Plan speaking tasks that involve negotiation for meaning.
Design classroom activities that involve guidance and practice in both transactional and
interaction speaking
3. The natural of debate
a. The definition of debate
Debate refers to the process of considering multiple view points and arriving at the judgment
and its application ranges from an individual using debate to make a decision on his or her
own mind to an individual or group using debate to convince others to agree with them.[15]
b. The Implamantation of debate
To prepare students for debate, teacher to make sure that students have been given all
the necessary and information in order to research and present their side of the issue. To
prepare, students would have ti become thoroughly familiar with each of character
perspectives on the issue addressed.[16] Here are the steps of debate:[17]
a. Competitions debating using format, the rule of the debate made to regulate students to
speak one at a time and each side the same amount of time and opportunity to prove their
point. With formats people are regulated speak one at a time each side given he same amount
of time and opportunity to prove their point.[18]
b. Develop a very controversial question relating to the material
c. Divide in two groups, one prepares the case in favor of oral testing, the other against (it does
no matter, for moment, witch side you are really on, prepared the case for you group as
convincingly as you can for the sake of the arguments)[19]
d. Create two four-groups within each group of debate
e. Ask each sub-group to prepare and develop arguments based to the views represented by
groups. At the end the discussion, each sub-group chooses a speaker.
f. Prepare two to four (depending) on the number of exiting sub-groups) for speaker pros and
cons with the same amount and other students sit behind the spokesperson.
g. Start the debate by allowing any group that would start with the speaker for presenting their
views. This process is called an opening argument.
h. After listening to the opening of the arguments, stop the debate return to the sub group to
prepare arguments to counteract the opening arguments of the opponents. Each sub-group is
better to choose a new spokesperson.
i. Continue to the debate. A speaker for the line of sight required to give counter arguments.
When the debate took place, the other participants are encouraged to provide the records
containing the proposal, argument, or rebuttal.
j. At the end of the debate. No need to decide which groups win, draw a circle class. Discuss
what students learned from experience debate ask students to identify the best arguments they
think.
4. The advantages od debate
According to Ruth Kennedy, Blooming University of penssuylvania, the benefits of in
class-debate are:[20]
a) Students learn more effectively by actively analyzing, discussing, and applying content in
meaningful ways rather the by passively absorbing information.
b) It cultivates the active engagement of students, placing the responsibility of comprehensions
on the shoulders of the students.
c) Students place a hanger value on learning by participating than on learning by being lectured
at and receiving informations passively.
d) It is better to be development of students hinger order thinking skills than traditional
instructional strategies such as lecture.
5. Previous study
Before the researcher will hold this research the researcher studied previous research
as follow:
Puspitasari, Armyta. 2010. The Implantations of Debate in Improving students
speaking a bility (case study) at SMAN 3 Ponorogo In Academic Year 2009-2010 A Thesis,
English Education Departement Faculty of Education state Islamic College of Ponorogo
(STAIN Ponorogo).

6. Theoretical Framework
The improving speaking can use many interesting techniques or methods such as
debate method, with debate method students be able to share their opinions idea and
arguments. It also can help them to speak English fluently and confidently beside that.
Student can increase their critical thinking.
In this research the researcher hope that debate is effective to improve the student
speaking ability.
7. Hypothesis
Based on explanations above, the researcher takes hypothesis that the as of debate
method able to improve students speaking skill for the twelfth grade student of SMAN 3
Ponorogo in academic year 2012/2013.

X. Research Methodology
A. Research Design
This research applies a quantitative approach. For quantitative researcher. The
purpose of study prelateship. Basically, this research stood carefully. This research is done to
verity the theories, it tends to involve numbers in order to measure the valid result by
involving statistical analysis.
In this case the research use experimental research of quantitative approach. It is used
to test in order to know the influence of the use the different technique or method. There
requirement are required, those are giving control, manipulation and observations. It involves
two groups. It involves pre and post test then observation
B. Populations and sample
1) Populations
Population is the research object as a target to get and collect data.[21] Populations of
this study is all of students of SMAN 3 Ponorogo in academic year 2012/2013.

2) Sampel
Sample is a half and or a part of the population which is being researched.[22] Sampel
of this studi is ten students are included in debate class of an intracuriculler of SMAN 3
Ponorogo in academic year 2013/2013.
C. Variable
1) Independent variable
The independent variable of this study is debate method.
2) Dependent variable
The dependent variable of this study is students speaking ability.
D. Instrument of data collection
- Observation
R. Murray Thomas Offers an idea, Gathering Inforemation by means of observation
involves watching or listening to the events than recording what occurred.[23]
According to Dewalt & Dewalt, observation involves more than just hanging out.
Playful and self-aware observes use observation systematically. The researcher should
describe the purpose of the observing, the phase of the study in witch it is likely to most
fruitful, and the use of field notes to respond to the research question.[24]
In other words observation has a goal of obtaining information by seeing and hearing
phenomenon while it is happening. The technidve can be useful in clarifying, checking, and
classifying the phenomenon.
In this research, observation was applied to figure out and to describe the
effectiveness of debate as an extra curricular activing and to know how it improved students
speaking ability at SMAN 3 Ponorogo in academic year 2012/2013 by watching/or listening
to the events, than recording what occurred.
- Documentation
Syamsuddin and Damianti describe, documentation technique is used to collect the
data from non life sources. These sources consist of document and record.[25]in other words.
Documentation is used to collect data whit document and record.
In this research, the while debate mention taking a picture while debate was in process
recording what was happening burring the process of debate and document the students
achievement from the effectiveness of debate in improving students speaking ability at
SMAN 3 Ponoorgo in academic year 2012/2013.
- Questioner
Questionary is a printed lis of question to be answer by a number of people, especially
as part of survey the connection of qualitative and quantitative is useful to strength the
evidence. Then it will be sufficed[26]. The questioner for students consist of is question with
the detail:

a) Item number 1 and 2
The question include students opine about English language. In general.
b) Item number 4
Students effort in improving their capability in English
c) Item number 4
Students opinion about speaking in general and school facilities to support the program
d) Item number 7
The question about students participation in the program.
e) Item number 8,9,10,11,12,13 and 14
The students opinion about debate to improve their capability in their pronunciation
motivation, problem solving, critical thinking empathy and confidence.
f) Item number 15
Question about students suggestion for the program.
E. Technique of data analysis
After the data had been collected the research analysis the data by using the research
analyzed the data by using different technique stated. The data analyzing are quantitative and
qualitative data. The result of analysis is to see weather the implementation of the debate
method secceful or not. So that the decision to stop to continue the next cycle can be taken.
Students involvement and test are classified as quantitative date and file notes are
classified and qualitative data. The data obtained from the result of observation the students
responses from teaching activities by using debate method.
In this case, T-tes use to analyze the result of the test. There are two kinds of T-tes.
Independent and non independent, in this research the writer use T-non. Independent
experiment with 5 % significance level or 1% significance level with this formula as follow:
1. Determining mean of deviation

2. Determining of T-test

Notes:
To = T-observation
Md = mean of definition post-test and pre test
x
2
d = sum of definition degree
N = subject
d = gain
(N-1) = d.b = degree of freedom[27]

XI. Organization of the Proposal
The proposal cnsist of three chapters as follow:
Chapter 1 : In introduction that contain background of study, identification of the study, limitation of
the study, research focus, statement of the problem, objectives of study, and significancy of
the study.
Chapter 2 : Review of the related literature. This chapter give the explanation about the theory of
speaking, theory of teaching and teaching speaking, and theory of debate.
Chapter 3 : Research methodology. This chapter consist of research design, population and
sampel,variables, instrument of data collection, and technique of data analysis.








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THE EFFECTIVENESS OF DEBATE
IN IMPROVING STUDENTS SPEAKING ABILITY
AT TWELVETH GRADE STUDENT OF SMAN 3 PONOROGO
IN ACADEMIC YEAR 2012/2013
Proposal of the Final Project
Presented to
State Islamic College of Ponorogo in partial fulfillment of the requirement
for the assignment of Research Lesson in English Language Education supervised by
Tintin Susilowati, M.Pd



By
NASHIHATUR ROSYIDAH
NIM : 210910017

FACULTY OF EDUCATION
ENGLISH EDUCATION DEPARTMENT
STATE ISLAMIC COLLEGE OF PONOROGO
2012