THE
IMPLEMENTATION OF EDUCATIONAL DEBATING METHOD TO FOSTER STUDENTS’ SPEAKING
ABILITY
AT
XI GRADE OF SMAN 1 SUMBER
Umarah Muhadharah
University of Swadaya Gunung Jati Cirebon
A.
Background
of the Study
Nation and Macalister (2010) reported that curriculum
design is a kind of writing activity as a useful process in writing (gathering
and ordering ideas, ideas to text, reviewing, editing) can be applied to
curriculum design. The implementation of curriculum is a joint
venture between the government and
the provincial government and local government district/ city. Curriculum
2013 forces students to be able to practice the subjects through learning
process. Students need to feel
enjoy
and interest in learning process, so they can communicate to get the points of
the subjects well.
Curriculum 2013 puts
attitude on the higher priority than skill competencies and knowledge. Bonwell & Eison (1991) as cited
Kennedy wrote about his study in International Journal of Teaching and Learning
in Higher Education Vol. 19, Numb. 2, 2007, entitled In-Class Debates: Fertile Ground for Achive Learning and the
Cultivation of Critical Thinking and Oral Communication Skills. He said students learn more effectively by
actively analyzing, discussing, and applying content in meaningful ways rather
than by passively absorbing information.
In addition, another
study was conducted by Lucas (p. 67) as cited Pracher (1998) from Journal of
Georgetown University. He said that the teaching of oral communication skills
has been called "a vital part of humanistic education and democratic
citizenship" Oral communication or speaking ability, especially in English
language is considered to be an important skill needed by students.
Unfortunately, the students focus on memorizing new vocabularies, discussing
grammar formulas and analyzing dialogues, so they get less opportunities in
speaking activities as needed in Curriculum 2013.
One of the weaknesses
which they have in learning English is speaking ability. The writer conducts
the observation in three senior high schools (SMAN 2 Cirebon, SMKN 1 Kedawung,
and SMAN 1 Sumber) by interviewing the teacher and the students. The writer
finds the data about students’ problem that are faced by teacher and student in
teaching and learning speaking. The indicators of problems are firstly come
from psychological aspects. The students feel shy to express their ideas and
opinions in English. They are nervous and afraid to speak because they will be
laughed at by the others if they do a mistake. The second problem is cognitive
aspects. They have lack of knowledge how to apply different transactional and
interactional expression in different situation. They are also afraid of making
mistakes in grammar, pronunciation and intonation. So that, they choose to be
passive students who keeps listening, without actively answer and ask questions
in learning process. They have no motivation to express their own English,
especially speaking ability. The teacher has problem when they teach speaking
such as students have limited vocabularies that make him difficult to
comprehend the text. The teacher says that just little bit student who
enthusiastic to speak English, but when there is quiz or reward the students
more enthusiast in learning. Finally,
the students and the teacher think twice to speak English either inside or
moreover outside the class because of their limited vocabulary.
Based on the phenomena
above the writer assume that the problem which is faced by the teacher in
teaching speaking are students do not have a good methodology and low speaking
habit. Teaching methodology is needed which is not only designed to promote the students to speak the target language in the classroom circumstances
but also to produce graduates who can participate in real life communication by using English. A study
conducted by Konstantopoulos & Hedges as cited Brendefur et. all., in
Journal of Curriculum and Teaching, Vol. 3, Numb. 1, 2014, entitled Instructional Learning Teams: A Case Study. They
wrote learning to teach well, even for veteran teachers, is a complex,
uncertain, and difficult task. However, quality teaching is an essential
ingredient to increasing student achievement and promoting student
understanding.
A student may have a
good ability in listening, grammar and vocabulary but it is not a guarantee of
good speaker. It is an interactive process in which individual take roles in
producing, receiving and processing information by using oral language. In
Oxford Advanced Dictionary, the definition of speaking is to express or
communicate opinions, feelings, ideas, etc, by or as talking and involves the
activities in the part of the speaker as psychological, physiological
(articulator) and physical (acoustic) stages.
Florez (1999) as cited
in Bailey (2004) said that speaking is about the concept of meaning in terms of
delivering, accepting, and processing the information. Speaking is unplanned
process, where the process can start and finish in any situation. So, students
can exchange the information well with the appropriate form of language such
as, in grammar, pronunciation and vocabulary.
There are many activities to promote speaking. Kennedy
(2007) inferred on his article in the internet on International Journal of
Teaching and Learning in Higher Education. One of the activities is discussion
or debate. “Debating is the ultimate multi-task school activity since it
involves research, writing, speaking, listening, and teamwork” (Allison, 2002).
In addition, another study was conducted by Bellon (2000) as cited Lilly (2012)
from Virginia Military Institute, Vol. 24, Numb. 1, entitled Assigned Positions for In-Class Debates
Influences Student Opinions. She said that the educational debate is one
form of active instruction, requiring students to prepare materials, obtain evidences, create arguments, evaluate opposing
data, and construct rebuttals, resulting in greater mastery of the material.
The skills learned by students through debate
activities will serve them well in life. This activity requires all the
students in the class to practice their thinking,
listening, and speaking abilities. Debate as an active instructional strategy
enhances learning particularly in the areas of mastering the content as well as
developing critical thinking skills, oral communication skills, and empathy. In
class debates provide an opportunity for students to be actively engaged,
particularly if the instructor uses a debate model that involves more than just
two to four students.
Another study was
conducted by Bell (2014) as cited Lily (2012) in International Journal of
Teaching and Learning in Higher Education. It should be noted that there is no
focus on “winning” in this debate. Instead, debates are focused on only the collaborative nature of
collective exploration. Students were instructed not to look for a winning or
losing team, but to assess the information presented in the debate and use it
to form their own opinions on the topic matter.
The researcher will use educational debating method
to some of the students at XI grade of SMAN 1 Sumber. In other words, this study is intended
to investigate the implementation of educational debating method to foster
students’ speaking ability and it is expected that this research will
contribute to the practice of speaking teaching in the future.
B.
Research
Question
This
study was conducted to answer these following questions:
1.
How can the educational debating method
foster the students’ speaking ability?
2.
How are the students’ activities in
learning speaking using the educational debating method in fostering students’
speaking ability?
C.
Research
Objectives
Based on the questions
formulated above, the research objectives of the study are:
1.
To find out how the educational debating
method can foster the students’ speaking ability.
2.
To find out how the students’ activities
in learning speaking using the educational debating method in fostering
students’ speaking ability.
D.
The
Limitation of the Research
There are two types of
debate, namely substantive and educational debate. Substantive debate is one in
which the speakers present arguments with a special interest that focuses on
true and false facts before the judge attacks them, while the educational
debate focuses on academic purposes and the judge evaluates the quality of
student way of convincing others through their speaking ability.
So, based on that, this
study focuses on the implementation of educational debating method to foster
students’ speaking ability. The subjects are the eleventh graders of Senior
High School (SMAN 1 Sumber).
E.
Hypothesis
A
research hypothesis can be defined as ‘a tentative explanation that accounts
for a set of facts and can be tested by further investigation’, as we mentioned
earlier (Muijs, 2004:16).
The
hypothesis that the writer wishes to investigate in this research is:
Ha = Educational debating
method can foster students’ speaking ability at XI Grade of SMAN 1 Sumber.
F.
Significance
of the Study
This study is expected
to give contribution and some informative inputs in teaching learning English
as a foreign language in terms of theoretical and practical benefit.
1.
Theoretical
Benefit
The result of this
study can enrich the literary in English teaching learning process especially
in teaching speaking. Besides, the result of this study also can be used as
reference for those who wants to conduct a study in English teaching-learning
process.
2.
Practical
Benefit
The research finding
can be used by the students, teachers, and the writer herself and will be
useful to readers who are interested in speaking and debate. Here are the
benefits:
(a)
The Students
The implementation of
educational debating method will make sure that the students get chances to
practice their speaking ability and also to interact with the other members.
Practice in debate can increase students’ self-knowledge and confidence, so
that they can communicate better with others.
(b)
The Teachers
This study gives input
to English teacher to enhance their knowledge about educational debating method
which may be used to help them in their classroom to foster students’ speaking
ability as well as possible. The teacher will find a new approach which is appropriate
for teaching speaking. They will develop their creativity to improve their
teaching-learning process.
(c)
The Writer
The result of the
research will give a clear description about the implementation of educational
debating method to foster the students’ speaking ability not only in Senior
High School (SMAN 1 Sumber) but also in campus.
G.
Literary
Review
In order to avoid
misconception, several terms are clarified as following:
1.
Speaking
A student may have a
good ability in listening, grammar and vocabulary, it is not a guarantee of
good speaker. It is an interactive process in which individual take roles in
producing, receiving and processing information by using oral language. In
Oxford Advanced Dictionary, the definition of speaking is to express or communicate
opinions, feelings, ideas, etc, by or as talking and involves the activities in
the part of the speaker as psychological, physiological (articulator) and
physical (acoustic) stages.
Florez (1999) as cited
in Bailey (2004) says that speaking is about the concept of meaning in terms of
delivering, accepting, and processing the information. Speaking is unplanned
process, where the process can start and finish in any situation.
2.
Debate
“Students learn more
effectively by actively analyzing, discussing, and applying content in
meaningful ways rather than by passively absorbing information” said Bonwell
& Eison (2007, Vol. 19 Numb. 2, International Journal of Teaching and
Learning in Higher Education). Debate is one of the way for students in process
learning.
According to Clevie (2005,
p. 4), debate
is a speaking situation in which opposing theories are offered as possible
solutions to a problem or question; the proponents of each theory attempt to
convince others that their approach is preferable to that presented by their
opponents.
3.
Educational
Debate
The term of educational debate is debate in which
the speaker has academic interest and judge evaluates the quality of the
students ways of convincing others and does not hand down the decision. “The
educational debate is one form of active instruction, requiring students to
prepare material, obtain evidence, create arguments, evaluate opposing data,
and construct rebuttals” said Bellon (2012, Vol. 24 Numb. 1, International
Journal of Teaching and Learning in Higher Education).
Debate is one of the method which can be applied in
class activity, especially speaking class. It can improve speaking ability of
students by making group in discussion material given. The advantages of this
method is doing together in learning activity, and demands students to give
strong arguments and also defend them.
“Debates afford many benefits besides promoting
active engagement and mastery of the content. Because debates require listeners
and participants to evaluate competing choices” said Freeley & Steinberg
(2007, Vol. 19 Numb. 2, International
Journal of Teaching and Learning in Higher Education). This shows that debate
is a useful tool to facilitate verbal participation by students in classes.
Thus debate teaches students to be able to communicate in better speaking
ability.
So, according to the
experts above, the researcher has concluded that language is used, both in
school and outside for communication in daily activities. It needs practice to
implement the language through learning the methods, one of them is debate. It
also help the students in fostering their critical thinking, problem solving
ability, higher level cognitive learning, attitude change, moral development,
and communication skill development.
H.
The
Research Methodology
According to Fraenkel & Wallen
(2012: 259) said that Research methodology is the overall plan for collecting
data in order to answer the research question also the specific data analysis
techniques or methods that the researcher intends to use.
This research primaly used a quantitative method to
analyze the data with quasi- experimental method chosen to test the hypothesis
because the study focused on only one aspect of investigating, namely speaking
ability without controlling all variables. For that reason, this research used
two classes, the first class is structured as a control class and the second
class is functioned as an experimental class. “Quasi-experimental designs are
meant to approximate as closely as possible the advantages of true experimental
designs where the problems mentioned above occur, such as having to implement a
programme in a natural school setting” (Muijs, 2004: 21).
1.
Research
Design
Reduced to the simplest of terms, “research design is a mapping
strategy. It is essentially a statement of the object of the inquiry and the
strategies for collecting the evidences, analyzing the evidences and reporting
the findings (Yogesh, 2006). ”The study used a quantitative
method that deals with data in the term of scores and numbers and used random
selection (Gall et al., 2003). The specific quasi design of the study is
pretest-posttest nonequivalent groups design. Fraenkel and Wallen (2003)
stated, the pretest-posttest nonequivalent group design is often used in class
experiment when experiment and control groups are naturally assemble group
which may be similar. Table of the non-equivalent group pre-test and post-test
design as Fraenkel and Wallen (2003) is as follows:
Table
The Non-Equivalent Group of Pre-Test and Post-Test
Design
Class
|
Pre-test
|
Treatments
|
Post-test
|
Experiment (A)
|
O1
|
X
|
O2
|
Control (B)
|
O3
|
-
|
O4
|
From
the design above, two classes are chosen for the experiment. One class is an
experimental group (A) which is given treatment (X) and another class is a
control group (B) which is not given a treatment. A pre-test (O1 and
O3) is conducted before the implementation of educational debating
method as a treatment, and then at the end of the treatment a post-test (O2
and O4) is held to asses the students’ speaking ability.
2.
Population
and Sample
a.
Population
According to Muijs (2004) that “the population is
the group of people we want to generalize
to” (p.15). For example, if we were to do the experiment, we would use, say, 40
students in two different seating arrangements and see what effects the
researcher can find.
Based on the explanation above, that will be used
the eleventh year students of SMAN 1 Sumber in the academic year 2014/2015 as
population. Population is very important in the research as the object from which
the sample is taken. Population can be determined as the subject of research in
general, it can be person or something else.
b.
Sample
According to Muijs (2004) that “sample is drawn at
random from the population” (p.38). Furthermore, according to Fraenkel, et al
(2011) said that “sample in a research study is the group on which information
is obtained” (p.91).
From the definition above, it concluded that sample
is a part or any subset (or subgroup) of population that will be investigated
by researcher. Moreover, Fraenkel at al. (2011) added that there are two
methods of sample; they are random sampling and non-random sampling methods.
The writer takes non-random sampling methods to choose which classes will be
investigated.
Based on non-random sampling, it chooses purposive
sampling to select a sample. Fraenkel et al. (2011) defined:
“Purposive sampling is different from
convenience sampling in that researchers do not simply study who ever is
available but rather use their judgment to select a sample that they believe,
based on prior information, will provide the data they need: (p. 100).
The sample of this study is two classes from the
eleventh grade students of SMAN 1 Sumber. They can be called as XI MIA 2 and XI
MIA 3, the first class as the control group and the second one as the
experimental group.
3.
Techniques
of Collecting Data
According to Fraenkel
et.al (2012), an instrument is the device (such as a pencil- and –paper test, a
questionnaire, a rating scale) for the researcher to collect the data.
1.
Observation
This research employed
observation as the instrument to add the data for background of the research
and to know students’ activities in speaking learning using educational
debating method. The first observation was focused on the finding data about
teacher and student difficulties in teaching and speaking learning. The
researcher conducted observation in three senior high schools to find the data.
The second observation will focused on the students’ activities in experimental
group during the treatment.
2. Pre-test and Post-test
In addition, the writer
will use some instruments in collecting the data to answer the research
questions. It consists of tests (pre-test and post-test) and questionnaire.
a. Pre-test
Muijs (2004:18)
described that pre-test is used to assess the effect of the experiment (e.g. a
test) before the treatment is given. The pre-test is given to the experimental
and control group. It is given before the teacher gives the treatment to find
out the students’ scores in speaking learning of educational debate.
b. Post-test
Muijs (2004:18) also
stated that post-test is usually used on the same instrument, after the
treatment has been given. The post-test will be carried out after the
treatments of teaching speaking by using educational debating method for the
experimental group. The test will be given to both the experimental and the
control groups.
3.
Audio and Video Recording
Audio and video
recording are a technique for capturing in detail naturalistic interactions and
verbatim utterances. Used in the classroom, they are, thus, very valuable
source of accurate information on patterns of interactional behavior which may
not be obvious during the actual teaching process. They are valuable in
assisting teacher researcher to reflect on implicit beliefs, classroom scripts
or mental schemata which are brought to classroom process. Recording can be
used to obtain general observation and impression of the classroom or
alternatively to focus on specific concerns such as pair work interaction, the
amount of learner talked generated through particular activities, or the
analysis of critical incident.
4.
Questionnaire
According to McMillan
and Schumacher in Research in Education (2001) stated that “Questionnaire
encompasses a variety of instruments in which the subject responds to written
question to elicit reactions, beliefs, and attitudes” (p.40).
This instrument is widely used by researchers for a number
of reasons. The instrument consists of a question or a statement to which the students
responds by selecting one or more choices, such as “Yes” or “No” question about learning process
using educational debating method. It is administered to
the experimental group after the post-test.
4. Data
Analysis
a.
Data
Analysis of Pre-test and Post-test
The writer will analyze the data of pre test and
post test by using statistical analysis. To differentiate whether the students’
result of students’ speaking ability by using Educational Debating Method and
without using Educational Debating Method is significant or not. The data that
are gained from the pre-test and post-test will be analyzed by the t-test
statistic proposed by McMillan and Schumacher’s
formula (2001: 617) as follows:
Note:
t = The t
test statistic
1 = Mean of one
group
2 = Mean of the
second group
= Standard error of the difference in means
b. Data Analysis of Questionnaire
The writer followed Riduwan’s percentage formula (2003: 40-41).
The formula of percentage used to analyze the questionnaire. The data was interpreted base on the frequency of the
students’ answer.
P =
x
100%
The
percentage of the response is represented by P, whereas F represents the
frequency of answer and
is the number of students.
I.
Schedule
of the Research
The schedule of the
research as follows:
Activities
|
March
|
April
|
May
|
June
|
July
|
August
|
|||||||||||||||||||
1
|
2
|
3
|
4
|
1
|
2
|
3
|
4
|
1
|
2
|
3
|
4
|
5
|
1
|
2
|
3
|
4
|
1
|
2
|
3
|
4
|
1
|
2
|
3
|
4
|
|
Publication
of SK
|
√
|
√
|
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Guidance
and writing proposal
|
√
|
√
|
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Guidance
and writing chapter I
|
√
|
√
|
√
|
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Guidance
and writing chapter II
|
√
|
√
|
√
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√
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√
|
√
|
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Guidance
and writing chapter III
|
√
|
√
|
√
|
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Doing
observation
|
√
|
√
|
√
|
√
|
√
|
√
|
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Guidance
and writing chapter IV
|
√
|
√
|
√
|
√
|
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Guidance
and writing chapter V
|
√
|
√
|
√
|
√
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