perpustakaan.uns.ac.id digilib.uns.ac.id USING CRITICAL DEBATE TECHNIQUE TO IMPROVE STUDENTS’ SPEAKING ABILITY (A Classroom Action Research in the Eleventh Grader of SMA Negeri 1 Sakra Lombok Timur in Academic Year of 2010/2011) THESIS Written to Fullfill One of Requirements of Graduate Degree of English Education BY JUNAIDI NIM : S890809109 ENGLISH EDUCATION DEPARTEMENTS GRADUATE SCHOOL SEBELAS MARET UNIVERSITY SURAKARTA 2011 commit to user i perpustakaan.uns.ac.id digilib.uns.ac.id APPROVAL This thesis has been approved by the Consultants and the Head of English Education of Graduate School of Sebelas Maret University Surakarta on…………………………. First Consultant Second Consultant Prof. Dr. H. Joko Nurkamto, M. Pd. Drs. Gunarso Susilohadi, M.Ed TESOL NIP. 19610124 198702 1 001 NIP. 19540315 198503 1 002 The Head of English Education of Graduate School Dr. Ngadiso, M. Pd NIP. 19621212311988031009 BOARD OF EXAMINERS commit to user ii perpustakaan.uns.ac.id digilib.uns.ac.id This thesis has been examined by the Board of Thesis Examiners of English Education Department of Graduate School of Sebelas Maret University, Surakarta. On ............................................. Board of Examiners Signature 1. Chairman : Dr. Ngadiso, M. Pd. NIP. 19621231 198803 1 009 ........................................ 2. Secretary : Dr. Abdul Asib, M. Pd. NIP. 19520307 198003 1 005 ........................................ 3. Examiner I Prof. Dr. Joko Nurkamto, M. Pd. NIP. 19610124 198702 1 001 ........................................ 4. Examiner II Drs. Gunarso S, M.Ed TESOL NIP. 19540315 198503 1 002 ........................................ The Director of Graduate school The Head of English Education Department of Graduate School, Prof. Drs. Suranto, M. Sc., Ph.D. Dr. Ngadiso, M. Pd. NIP. 19570820 198503 1 004 NIP. 19621231 198803 1 009 commit to user iii perpustakaan.uns.ac.id digilib.uns.ac.id MOTTO And have patience with what they say, and leave them with noble (dignity). commit to user iv perpustakaan.uns.ac.id digilib.uns.ac.id DEDICATION This thesis is dedicated to: My Parents, Wife, honey Iwan and Icha, close friends, and all families. commit to user v perpustakaan.uns.ac.id digilib.uns.ac.id ABSTRACT JUNAIDI, S89809109 Using Critical Debate Technique to Improve the Students’ Speaking Ability of the Eleventh grade of SMAN 1 Sakra, Lombok Timur. First Consultant: Prof. Dr. H. Joko Nurkamto, M.Pd. Second Consultant: Drs. Gunarso Susilohadi, M.Ed. TESOL. Thesis: Surakarta. English Education Departement, Graduate School, Sebelas Maret University, 2011. The objective of the research is to examine whether or not Critical Debate Technique can develop the speaking ability of the second year students of SMAN 1 Sakra, besides that, the researcher is aimed at knowing the teaching-learning progress when Critical Debate Technique is applied at the second year students of SMAN 1 Sakra. The research was conducted at SMAN 1 Sakra located in Lombok Timur-NTB, from January to April 2011. The subject of the research was the second year of SMAN 1 Sakra, academic year 2010/2011, exactly the science program-consisting 31 students-21 female students and 10 male ones. There were two kinds of data in the research-the quantitative data and the qualitative one-which were obtained from respondent, the event, and document. The quantitative data were collected by using test and document analysis, while the qualitative data were collected by using observation, interview, questionnaire, and document analysis. The quantitative data were analyzed by using descriptive statistic, while the qualitative data were analyzed by using constant comparative method suggested by Hopkins (1993: 149). The finding proves that the research on developing speaking ability using Critical Debate Technique at second year students of SMAN 1 Sakra is successful viewed from several dimensions. First, Critical Debate Technique can improve the students’ speaking ability, second, Critical Debate Technique can improve the students’ involvement in learning teaching process, third, Critical Debate Technique may also build appreciation for diversity and develop tolerance for other viewpoints, fourth Critical Debate techniques can raise the motivation and interest, fifth, Critical Debate Technique can establish the psychological therapy, sixth, Critical Debate Technique can promote critical thinking. The research findings of study imply that Critical Debate Technique is a very appropriate and effective technique to develop the students’ speaking ability. Therefore, it is recommended that: (1) other speaking teachers apply Critical Debate Technique to develop the students’ speaking ability; (2) the principal of school encourages of the teachers to apply Critical Debate by providing better appropriate facility needed in teaching-learning process; and (3) other researchers develop some dimensions which have not been developed in this research. commit to user vi perpustakaan.uns.ac.id digilib.uns.ac.id AKNOWLEDGEMENT The researcher realized that the accomplishment of this thesis would not have run well without any help from the two of my consultants and from the others. Therefore, the researcher would like to give his sincerest gratitude and appreciation to: 1. The director of Graduate School of Sebelas Maret University for his permission to conduct the research. 2. Dr. Ngadiso, M. Pd, as the Head of English Departement Graduate of School of Sebelas Maret University who always guides and motivates the researcher to conduct this research well. 3. Prof. Dr. H. Joko Nurkamto, M.Pd. and Drs. Gunarso Susilohadi, M.Ed. TESOL as the first and second consultants who have encouraged and guided the researcher in planning, conducting the research, and finishing this thesis. 4. The Head Master of SMAN1 Sakra for his permission to conduct this research in his school. 5. The collaborator, Wardatul Jannah who helped the researcher to conduct this research. 6. The beloved wife, mother, brother, sister, and his honey Iwan , and Icha who always help and pray for the researcher to get successful. This thesis is still too far from being perfect; therefore the rese archer expects criticism and suggestions from the readers and users in order to make improvement to this thesis. However, the researcher hopes that this thesis can be useful for anybody who wants to read it. Surakarta, May 18th 2011 Junaidi S 890809109 commit to user vii perpustakaan.uns.ac.id digilib.uns.ac.id TABLE OF CONTENTS TITLE…………………………………………………………………………. i APPROVAL ………………………………………………………………….. ii LIGITIMATION FROM THE BOARD OF EXAMINERS……………….. iii MOTTO ……………………………………………………………………….. iv DIDICATION ………………………………………………………………… vi ABSTRACT ………………………………………………………………… vi ACKNOWLEDGEMENT……………………………………………………. vii TABLE OF CONTENTS……………………………………………….. …… viii LIST OF TABLES …………………………………………………………… xii LIST OF FIGURE ……………………………………………………………... xiii LIST OF APPENDICES………………………………………………………. xiv CHAPTER I INTRODUCTION A. Background of the Study ......................................................... 1 B. The problems Formulation....................................................... 8 C. The Objectives of the Study..................................................... 8 D. The Benefits of the Study ........................................................ 9 CHAPTER II REVIEW OF RELATED LITERATURE A. Theoretical Description ...................................................... 10 1. Speaking Ability ............................................................ 10 a. The Meaning of Speaking Ability ............................. 10 b. Type of speaking activities ......................................... 16 c. Micro and Macro Skills of Speaki ............................. 18 d. Factors Influencing the Students’Speaking Ability .. 20 2. The Teaching Speaking…………………… ............... 23 a. Goal For Teaching Speaking ……………………… 23 b. Approach in Teaching Speaking…………………… 26 commit to user viii perpustakaan.uns.ac.id digilib.uns.ac.id c. Factor to Consider in Teaching Speaking …… ................. 29 d. Assessing Speaking ........................................................... 32 3. Critical Debat …………………………………………… 38 a. The Meaning of Critical Debate ....................................... 38 b. The Procedure of Critical Debate .................................... 41 c. Some Terms in Critical Debate ...................................... 45 d. The Advantages and Disadvantages of Critical Debate . 48 B. Rationale ............................................................ 51 C. Action Hypothesis ............................................................ 54 CHAPTER III RESEARCH METHODOLOGY A. The Setting and Time of the Research..................................... 55 B. The Subject of the Research .................................................... 57 C. The Method of the Research .................................................... 57 1. Planning ............................................................................. 58 2 . Acting……………………………………………………. 59 3. Observing………………………………………………… 59 2. Reflecting ......................................................................... 60 D. Data and Data Source ............................................................. 60 E. Tehnique of Collecting Data ................................................. 61 F. Technique of Analysing Data ................................................. 64 CHAPTER IV RESEARCH FINDINGS AND DISCUSSION A. Research finding ............................................................. 67 1. Introduction ............................................................. 67 2. The Implementation of the reseach ...................................... 71 a. Cycle 1 ............................................................. 71 1) Planning ............................................................. 72 2) Acting ............................................................. 72 a) First meeting ............................................................. 73 commit to user ix perpustakaan.uns.ac.id digilib.uns.ac.id b) Second meeting ........................................................... 81 c) Third meeting 89 3) Observing ............................................................. 92 4) Reflecting ............................................................. 97 a) The Strangth………………..………………………… 98 b) The Weakness…………………………..…………… . 99 c) The Recommendation ………………………………... 99 b. Cycle 2 ............................................................. 99 1) Planning ……………………………………… 100 2) Acting ………………………………………. 100 a) First Meeting………………….. ................................. 101 b) Second Meeting ........................................................... 107 c) Third Meeting ............................................................. 113 3) Observing ............................................................. 116 4) Reflecting ............................................................. 122 a) The Strengths……………………………………… ..... 123 b) The Weaknesses …………………………………… . 124 c) Recommendation ………………………………… ...... 124 c. Cycle 3 ............................................................. 124 1) Planning ............................................................. 125 2) Acting ............................................................. 125 a) First Meeting ............................................................. 126 b) Second Meeting ............................................................. 131 c) Third Meeting ............................................................. 135 3) Observing ............................................................. 138 4) Reflecting ............................................................. 143 a) The Strengths ……………………………………… .... 144 b) The Weaknesses …………………………………… ... 145 c) Recommendation …………………………………… .. 145 commit to user x