Using debate to enhance high school students’motivation in learning speaking skills

HUNG VUONG UNIVERSITY FOREIGN LANGUAGE DEPARTMENT - - TRAN THI MAI PHUONG USING DEBATE TO ENHANCE HIGH SCHOOL STUDENTS’ MOTIVATION IN LEARNING SPEAKING SKILLS (SỬ DỤNG TRANH LUẬN NÂNG CAO HỨNG THÚ TRONG VIỆC HỌC KỸ NĂNG NĨI CỦA HỌC SINH TRUNG HỌC PHỔ THƠNG) B.A GRADUATION PAPER Field: English Methodology Supervisor: Dao Thi Thuy Huong, M.A Phu Tho, 2021 HUNG VUONG UNIVERSITY FOREIGN LANGUAGE DEPARTMENT - - TRAN THI MAI PHUONG USING DEBATE TO ENHANCE HIGH SCHOOL STUDENTS’ MOTIVATION IN LEARNING SPEAKING SKILLS (SỬ DỤNG TRANH LUẬN NÂNG CAO HỨNG THÚ TRONG VIỆC HỌC KỸ NĂNG NÓI CỦA HỌC SINH TRUNG HỌC PHỔ THÔNG) B.A GRADUATION PAPER Field: English Methodology Supervisor: Dao Thi Thuy Huong, M.A Phu Tho, 2021 ACKNOWLEDGEMENT I would like to express my sincere gratitude and appreciation to a number of people, without whose support, this graduation paper would not have been completed First and foremost, I would like to express my deepest thanks to my supervisor Dao Thi Thuy Huong, M.A for the wholehearted guidance she gave me while I was doing this research I am truly grateful to her for her ideas comments and instructions, as well as her constant support throughout my research Secondly, I would like to thank all the lecturers, teachers and staffs at Hung Vuong University, especially those in Department of Foreign languages who have created favorable conditions for me to study and write graduation paper Thirdly, my sincere thanks go to all teachers and students in Viet Trì Industrial High School whose endless enthusiasm has helped me to carry surveys which are very useful for my thesis Last but not least, I would like to show my gratitude to my family, my friends for their spiritual, emotional and financial support and for giving me the optimism to continue my learning Phu Tho, May 2021 Tran Thi Mai Phuong ABSTRACT Speaking is an act to express one's ideas, feeling, purpose, and thought orally When the speakers communicate with someone, they communicate something - a message That is why teaching to speak up and being confident in expressing the idea is not easy The most general problem faced by students in learning speaking is motivation But, this kind of problem can be overcome by the English teacher of Viet Tri Industrial High School by applying debate in teaching speaking This research is conducted using quantitative and qualitative research During the research, the writer observes the teaching-learning speaking process The observation is going to be held from March 2021 to April 2021 Based on the result of the research, the writer can draw a conclusion about the teaching procedures and class management The first finding is in teaching speaking using debate, the teacher used topics that were suitable to the students' level and the curriculum Based on class observation, the teacher applies three phases of teaching are pre, while and post-teaching In managing the class, the teacher using group work management In conclusion, the results of conducting research on teaching using debate run well in Viet Tri Industrial High School The last, the suggestions are delivered to the English teacher and the students The English teacher can apply debate in teaching speaking to enhance the students' motivation to express their idea The last suggestion is for the students In speaking class, the students should use their time to train their speaking ability as much as possible TABLE OF CONTENT ACKNOWLEDGEMENT ABSTRACT TABLE OF CONTENT LIST OF DIAGRAMS LIST OF FIGURES PART A: INTRODUCTION Rationale Previous research Research purposes 11 Research questions 12 Methodology 12 Data collection instruments 12 Participants 13 Significance of the research 13 Research scope 13 10 Outline of the study 13 PART B: CONTENT 15 CHAPTER – THEORETICAL BACKGROUND 15 1.1 Literature review 15 1.1.1 Speaking skills 15 1.1.2 Motivation 23 1.1.3 Debate 30 CHAPTER – METHODOLOGY 43 2.1 Research setting 43 2.2 Subject of the research 43 2.3 Participants of the research 43 2.4 Data collection instruments 44 2.5 Research procedure 45 2.6 Data analysis 46 CHAPTER – FINDINGS AND MEANINGS 47 3.1.Before experiment 47 3.2 After experiment 53 3.3 Findings and discussion 62 3.4 Implications 63 PART C: CONCLUSION 65 REFERNCES 68 APPENDIXES 72 LIST OF DIAGRAMS Diagram 1.1 The basic lay-out of a debate 35 Diagram 1.2 The order of participants to speak 35 LIST OF FIGURES Figure 3.1 Time of learning Englisgh 47 Figure 3.2 Students‟ attitude toward learning speaking skills 48 Figure 3.3 Students‟ methos in learning English speaking skills 48 Figure 3.4 Techniques being used to teach speaking skills in class 49 Figure 3.5 The way being used to express ideas 50 Figure 3.6 Students‟ wants in speaking activities 50 Figure 3.7 Thing encourages students to talk 51 Figure 3.8 Frequency of using debate 52 Figure 3.9 Students‟ evaluation of the effectiveness of debates 57 Figure 3.10 The factors cause the difficulties for students 58 Figure 3.11 The factors cause the difficulties to teachers of using debate technique in teaching speaking skills 59 Figure 3.12 The ways that helped students‟ motivation in speaking be improved 60 Figure 3.13 The aspects of a good learner in speaking lessons with debate 60 PART A: INTRODUCTION Rationale English, a language considered a global language, in the Industrial Revolution 4.0, has become more and more dominant around the world No one can deny the importance of it, which is spoken as the first language by nearly 400 million people and as the second language by 1.6 million people As a result, English is being taught and learned around the world as a second language today The main objective of learning foreign languages is to communicate Therefore, it will be useless for a language learner who cannot use the language at the end of the study As one of the English skills to learn, speaking stands as an important aspect to be learned It has been taught since elementary schools, even now kindergarten Instead of getting more students who are able to speak fluently in English, the outcome seems not to be satisfied Aulia Putri (2016) shares that teaching English as a second language is quite challenging, especially in teaching speaking Most English students found that they can understand their English teacher, but when they speak to a native speaker who cannot understand them, that causes the low motivation of students in learning English in general and learning speaking in specific This condition might be caused by several factors Firstly, it can be caused by the atmosphere of the class where the main point of speaking activities-discussion, debate, information gap activities, speech, etc, in the class, are about grammar points so sometimes English teachers forget that these patterns are not often found in the real interaction Therefore, English teachers should find things that students need They should know what kind of activities will help students to face the real interaction Xi Liu (2010) points that leading the students to have the motivation of speaking is very important to English teaching But nowadays, most students are passive in oral English learning They get bored with the traditional methods of teaching English and not interested in reading or just reciting the English texts Therefore, why students have low motivation in learning oral English and how to solve these problems become the key points of improving the researcher‟s English speaking teaching To be successful in teaching speaking, Dobson (1987) asserts that there are some instructional techniques in improving students‟ speaking skill, such as dialogues, small-group discussion, debate, song, and games Furthermore, Lorika Malasari and Sri Erma Purwanti (2018) states some advantages of debate techniques are educating students about responsibility, encouraging creativity, motivating students to enjoy speaking activities, etc Debate is one of the strategies to improve speaking skills It deals with a form of discussion, and it is a form of arguing ideas between affirmative and negative It gives students more opportunities to expand debating skills, such as English proficiency, logical and critical thinking, public speaking, and the ability to formulate, present, and defend arguments (Freely, 1969) Maryadi (2008) states that debate can motivate students to think, and they should defend their stand or opinion which is aimed to convince other individuals (p 16) In relation to the background above, the writer is interested to conduct the study “Using debate to enhance high school students’ motivation in learning speaking skills” as an attempt to enhance teaching and learning speaking skills Hopefully, this research could make a call to pay due attention to the learning speaking skills of high school‟s students and give a solution to the teaching speaking skills of teachers Previous research 2.1 In the world Debate is well known as arguing ideas between two opposite sides In school environment, debate known as one of English competitions is held by many institutions Debate consists of argument for and against a given proportion Debate helps students to defend their opinions and express their feeling, so it is a good practice to speak English fluently Fernandes Arung (2016) describes the implementation of debate technique in teaching speaking and identifies how much students‟ speaking skill improvement after being taught by using debate technique This study is about classroom action research that had been done in two cycles The data collection has been done using test and observation The data from the test and observation that has been taken from every 1ST SPEAKER ARGUMENTS (2-4 ARGUMENTS):     2ND SPEAKER ARGUMENTS (2-4 ARGUMENTS):     3RD SPEAKER ARGUMENTS (2-4 ARGUMENTS):     APPENDIX 6: LESSON PLAN UNIT 7: CULURAL DIVERSITY Lesson 4: Speaking I OBJECTIVES: Knowledge: - Knowledge: By the end of the lesson, Ss will be able to: + Debate about topic: “We should combine the Lunar New Year with the New Year” + Develop the speaking skills in general Build up vocabulary supported for speaking - Skills: + Main skills: Speaking about a specific topic 82 + Sub-skills: Debate, discussion, intergrated, mainly communicative Ability: - Talk about the reason why Vietnamese people “should” and “should not” combine the Lunar New Year with the New Year - Students can use the language for practice correctly in order to develop students‟ language competence, collaborative competence - Students know how to listening and reading skills Quality: - Students have serious learning attitude; love learning English, energetically and actively participate in learning activities - Students can know information about speaking some advantages and disadvantages of using electronic devices in learning II TEACHING EQUIPMENT AND LEARNING MATERIALS: On the teacher’s part: Appliances for studying (lesson plan, observation checklists, references, teaching aids: laptop, smartphone, projector, …) On the students’ part: Case preparation tamplete, laptop, smart phones, III TEACHING PROCEDURES: ACTIVITY 1: KNOWLEDGE FORMATION ACTIVITY Aims of the Lesson content & techniques for Expected products & activity organising students’ learning activities assessment of student work - Lead into the topic “We should - Forcus on the teacher combine the Lunar New Year and the - Work in teams and give the New Year” opinions - Elicit Ss some terms if necessary - Try to find out at least - Let them work in teams to give their envidences for each opinion deffirent opinions, with evidences to - Fill the case praparasion To let Ss support their comments template form the - Remind them to choose at least - Guess the opponent‟s background opinions most reasonalble, which argument, and give the reason to knowledge explained by at least envidences rebut about the - Ask them fill their teams‟ case topic preparasion template - Remind them plan for the opponent‟s argument, and find the reason to rebut them - Check and give help if necessary - Ask the Ss practice talking before debating ACTIVITY 2: PRACTICE ACTIVITY (35mins) Aims of the activity To let Ss practice debating with the Lesson content & techniques for Expected products & organising students’ learning activities assessment of student work - Introduce the two teams making the - Listen the teacher debate - Give Ss the rules about time to dabate - Let the 1st speaker of the affirmative 83 topic team starts the team‟s first argument - The 1st speaker of the - Then, the 1st speaker of the negative affirmative team starts the first team presents the team‟s first argument argument - The 1st speaker of the negative - Let the 2nd speaker of the affirmative team presents the first argument team presents the team‟s second - The 2nd speaker of the argument affirmative team presents the - Then, the 2nd speaker of the negative second argument team talks about the team‟s second - The 2nd speaker of the argument negative team talks about the -Give both teams minutes to prepare second argument for rebutal part -Take minutes to prepare for rebutal part - After that, the 3rd speaker of the affirmative team give at least two - The 3rd speaker of the rebuttals againts the negative team‟s affirmative team give at least argument and support them with reasons two rebuttals againts the - Then, the 3rd speaker of the negative negative team‟s argument and team gives at least two rebuttals against support them with reasons the affirmative team‟s argument and - The 3rd speaker of the negative supports them with reasons team gives at least two rebuttals against the affirmative team‟s argument and supports them with reasons ACTIVITY 3: COMMENTS Aims of the activity To let Ss give and listen feedback about their debates Lesson content & techniques for Expected products & organising students’ learning activities assessment of student work - Let Ss in class give feedback/comments - Give and listen to the other about the teams‟ debate students‟ feedback/comments - Give the Ss feedback to the two teams - State the team selected - Listen to the teacher‟s feedback 84 APPENDIX 7: LESSON PLAN UNIT 8: NEW WAYS TO LEARN Lesson 4: Speaking I OBJECTIVES: Knowledge: - Knowledge: By the end of the lesson, Ss will be able to: + Dabate about the topic “Students should be allowed to use personal electronic devices in classes” + Develop the speaking skills in general Build up vocabulary supported for speaking - Skills: 85 + Main skills: Speak about the advantages and disadvantages of electronic devices in class + Sub-skills: Debate, discussion, intergrated, mainly communicative Ability: - Talk about the reason why students “should” or “should not” be allowed to use personal devices in class - Students can use the language for practice correctly in order to develop students‟ language competence, collaborative competence - Students know how to listening and reading skills Quality: - Students have serious learning attitude; love learning English, energetically and actively participate in learning activities - Students can know information about speaking some advantages and disadvantages of using electronic devices in learning II TEACHING EQUIPMENT AND LEARNING MATERIALS: On the teacher’s part: Appliances for studying (textbooks, references, teaching aids: laptop, smartphone, projector, …) On the students’ part: Textbook, look up the new words and prepare the tasks following III TEACHING PROCEDURES: III TEACHING PROCEDURES: ACTIVITY 1: KNOWLEDGE FORMATION ACTIVITY Aims of the Lesson content & techniques for Expected products & activity organising students’ learning activities assessment of student work - Lead into the topic “Students should be - Forcus on the teacher allowed to use personal devices in - Work in teams and give the classes” opinions - Elicit Ss some terms if necessary - Try to find out at least - Let them work in teams to give their envidences for each opinion deffirent opinions, with evidences to - Fill the case praparasion To let Ss support their comments template form the - Remind them to choose at least - Guess the opponent‟s background opinions most reasonalble, which argument, and give the reason to knowledge explained by at least envidences rebut about the - Ask them fill their teams‟ case topic preparasion template - Remind them plan for the opponent‟s argument, and find the reason to rebut them - Check and give help if necessary - Ask the Ss practice talking before debating ACTIVITY 2: PRACTICE ACTIVITY (35mins) Aims of the activity Lesson content & techniques for organising students’ learning activities 86 Expected products & assessment of student work - Introduce the two teams making the debate - Give Ss the rules about time to dabate - Let the 1st speaker of the affirmative team starts the team‟s first argument - Then, the 1st speaker of the negative team presents the team‟s first argument To let Ss practice debating with the topic - Let the 2nd speaker of the affirmative team presents the team‟s second argument - Then, the 2nd speaker of the negative team talks about the team‟s second argument -Give both teams minutes to prepare for rebutal part - After that, the 3rd speaker of the affirmative team give at least two rebuttals againts the negative team‟s argument and support them with reasons - Then, the 3rd speaker of the negative team gives at least two rebuttals against the affirmative team‟s argument and supports them with reasons - Listen the teacher - The 1st speaker of the affirmative team starts the first argument - The 1st speaker of the negative team presents the first argument - The 2nd speaker of the affirmative team presents the second argument - The 2nd speaker of the negative team talks about the second argument -Take minutes to prepare for rebutal part - The 3rd speaker of the affirmative team give at least two rebuttals againts the negative team‟s argument and support them with reasons - The 3rd speaker of the negative team gives at least two rebuttals against the affirmative team‟s argument and supports them with reasons ACTIVITY 3: COMMENTS Aims of the activity To let Ss give and listen feedback about their debates Lesson content & techniques for Expected products & organising students’ learning activities assessment of student work - Let Ss in class give feedback/comments - Give and listen to the other about the teams‟ debate students‟ feedback/comments - Give the Ss feedback to the two teams - State the team selected - Listen to the teacher‟s feedback 87 APPENDIX 8: LESSON PLAN UNIT 9: PRESERVING THE ENVIRONMENT Lesson 4: Speaking I OBJECTIVES: Knowledge: - Knowledge: By the end of the lesson, Ss will be able to: + Dabate about the topic “People shoul eliminate the plastic on the earth” + Develop the speaking skills in general Build up vocabulary supported for speaking - Skills: 88 + Main skills: Speak about the advantages and disadvantages of plastic for human life + Sub-skills: Debate, discussion, intergrated, mainly communicative Ability: - Talk about the reason why people “should” or “should not” eliminate plastic on the earth - Students can use the language for practice correctly in order to develop students‟ language competence, collaborative competence - Students know how to listening and reading skills Quality: - Students have serious learning attitude; love learning English, energetically and actively participate in learning activities - Students can know information about speaking some advantages and disadvantages of using electronic devices in learning II TEACHING EQUIPMENT AND LEARNING MATERIALS: On the teacher’s part: Appliances for studying (textbooks, references, teaching aids: laptop, smartphone, projector, …) On the students’ part: Textbook, look up the new words and prepare the tasks following III TEACHING PROCEDURES: III TEACHING PROCEDURES: ACTIVITY 1: KNOWLEDGE FORMATION ACTIVITY Aims of the Lesson content & techniques for Expected products & activity organising students’ learning activities assessment of student work - Lead into the topic “People should - Forcus on the teacher eliminate the plastic on the Earth” - Work in teams and give the - Elicit Ss some terms if necessary opinions - Let them work in teams to give their - Try to find out at least deffirent opinions, with evidences to envidences for each opinion support their comments - Fill the case praparasion To let Ss - Remind them to choose at least template form the opinions most reasonalble, which - Guess the opponent‟s background explained by at least envidences argument, and give the reason to knowledge - Ask them fill their teams‟ case rebut about the preparasion template topic - Remind them plan for the opponent‟s argument, and find the reason to rebut them - Check and give help if necessary - Ask the Ss practice talking before debating ACTIVITY 2: PRACTICE ACTIVITY (35mins) Aims of the Lesson content & techniques for Expected products & activity organising students’ learning activities assessment of student work To let Ss - Introduce the two teams making the - Listen the teacher 89 practice debating with the topic debate - Give Ss the rules about time to dabate - Let the 1st speaker of the affirmative team starts the team‟s first argument - The 1st speaker of the - Then, the 1st speaker of the negative affirmative team starts the first team presents the team‟s first argument argument - The 1st speaker of the negative - Let the 2nd speaker of the affirmative team presents the first argument team presents the team‟s second - The 2nd speaker of the argument affirmative team presents the - Then, the 2nd speaker of the negative second argument team talks about the team‟s second - The 2nd speaker of the argument negative team talks about the -Give both teams minutes to prepare second argument for rebutal part -Take minutes to prepare for rebutal part - After that, the 3rd speaker of the affirmative team give at least two - The 3rd speaker of the rebuttals againts the negative team‟s affirmative team give at least argument and support them with reasons two rebuttals againts the - Then, the 3rd speaker of the negative negative team‟s argument and team gives at least two rebuttals against support them with reasons the affirmative team‟s argument and - The 3rd speaker of the negative supports them with reasons team gives at least two rebuttals against the affirmative team‟s argument and supports them with reasons ACTIVITY 3: COMMENTS Aims of the activity To let Ss give and listen feedback about their debates Lesson content & techniques for Expected products & organising students’ learning activities assessment of student work - Let Ss in class give feedback/comments - Give and listen to the other about the teams‟ debate students‟ feedback/comments - Give the Ss feedback to the two teams - State the team selected - Listen to the teacher‟s feedback 90 APPENDIX Some photos taken when applying debate in teaching – learning speaking skills 91 92 93 94 95 96 ... of using debate in teaching and learning speaking skills of high school students? - How much improved is the high school students‟ motivation improved after using debate in learning speaking skills? ... motivation in learning speaking skills? ?? as an attempt to enhance teaching and learning speaking skills Hopefully, this research could make a call to pay due attention to the learning speaking skills. .. of debate teachniques in learning and teaching English of high school students, but none of them shows the result of debate to enhance high school students‟ motivation in learning speaking skills