A study on using debate as a teaching technique in developing the english speaking skill of english student at upt

A STUDY ON USING DEBATE AS A TEACHING TECHNIQUE IN DEVELOPING THE ENGLISH SPEAKING SKILL OF ENGLISH STUDENT AT PHAN THIET UNIVERSITY Dr Bernard Gravel Faculty of Foreign Languages, University of Phan Thiet Abstract The objective of this research was to improve the quality of teaching and learning speaking by using debate technique at University at Phan Thiet The academic year was 2017/2018 The participants of this research were 27 students at University at Phan Thiet The research was classroom action research which was done in two cycles Each cycle consisted of two meetings There were two types of data namely quantitative data and qualitative data The result of the first cycle shows that the percentage score for the researchers’ performance was 70% which was categorized as good, while in the second cycle the score was 90% which was categorized as very good Regarding the students’ involvement, the percentage score in the first cycle was 75% or in the middle category and it increased significantly in the second cycle with the percentage 95% or in the excellent category Furthermore, the class pretest score was 55.55 %, but it increased 81.48 % in the first cycle and 100% in the second cycle It indicates that the success indicator was reached Finally, the data from the questionnaire shows that the students responded positively to the use of debate technique in the process of teaching and learning speaking The outcome of this research showed that using debate technique was able to improve the teacher’s performance in teaching speaking and the students’ involvement in learning speaking It also improved the students’ speaking skill Keywords: speaking skill, debate technique, classroom action research INTRODUCTION English has become the global language and the primary method of communication for the peoples of the world in fact it is now common for English to be referred to as International or even Global Englishi Within this global environment fluent English is vital for wider economic and to some extent social successii Any company in the modern world of open economies, the ability to speak English is one of the principle requirements of employees and stakeholders alike, to meet the demands of the global economy, a sound English speaking skill has become the medium for the ease of communicationiii The Ministry of Education has stated in the national curriculum that basic teaching of English should include the four skills at both primary and secondary levels (The Ministry of Education, 2008) A good performance in English is required at all levels, and students are expected to use English in various situations, both in and out of their classrooms and with local and foreign communities This leads us to the crux of our problem- whist the nation is aware of the need for sound global English, whilst schools place a high emphasis on the teaching of English across the levels- it is a sad indictment that speaking ability frequently fails to meet the required standard There might be justifiable reasons for this, not least that students feel too shy to speak, fear losing face or making mistakes they might struggle with pronunciation or have not had enough times to practiceiv It has also been claimed that students not have enough opportunities to use their English skills in ‘real life’ situations Add to this the heavy focus on the more easily assessable reading and grammar and there is a real and significant problem with the development of English speaking skill This paper was inspired from my own experience as an English teacher at Bodindecha (Sing Singaseni) school in Bangkok It was apparent that students frequently could not speak English well, from their Ordinary National Education Test (ONET) scores in English for the academic year 2013 the students were quite advanced in English, especially in written and reading skills Their ONET average score for English is 52.26% while the average score of students from other schools located in the Secondary Educational Service Area Office in Bangkok is 35.61% and the average score for the whole of Thailand is 30.35% When trying to understand why speaking skills were not as good as reading and writing there were many factors not least that grammar and reading was easier to get a higher score in- this then helps University application, there was a limited understanding of the economic advantage of effective English and lastly but perhaps more significantlystudents did not feel that their English lessons were really productive and useful in developing their verbal ability It was the exploration of this problem which has led the researcher to consider and experiment with using the debate method to develop the verbal communicative skills of English students with rather encouraging results Having many chances to train and practice with students to participate in English debate competitions, the researcher found that debate was a challenging and highly rewarding activity for those who were involved It has been arguedvi that debate allows students to share and cooperate with one another It educates students with responsibility, encourages creativity, deepens friendships and strengthens the rapport with the teacher The ability to speak freely also improves when students practice debate because they take part in conversations as they are debating Likewisevii , debate can motivate student to practice the language It can embolden students in critical thinking, and develop students’ speaking ability in communication The aim of teaching speaking is to develop students’ skill that they can use the English for communication Teaching refers to guiding and facilitating learning, enabling the learner to learn, setting the conditions for learning.14 It means that teaching is used to show somebody how to something or to change somebody’s ideas In addition, it can be concluded that teaching is guiding process for learner in doing something Teaching English in the countries where English is only as a foreign language may be different from teaching English in the countries where English is as a second language and it is also different from teaching English in the countries where English is as a native language People learn English depend on the conditions of the language is used in their daily communication In addition, Brown defined teaching as showing or helping someone to learn how to something, giving instructions, guiding in the study of something, providing with knowledge, causing to know or understand.15One of the way to teach the person is language teaching, it means giving a person knowledge about language According to Setiyadi, language teaching is influenced by ideas on the nature of language and the learning conditions that make learners toacquire the language Differences in language theories may affect the teaching method Referring to the explanation above, it can be inferred that language teaching is the process of helping person to get knowledge and to acquire the language So far we have been considering English as a second language But in the rest of the world, English is a foreign language That is, it is taught in schools, often widely, but it does not play an essential role in national or social life.17It means that the students who learn English as a foreign language have little opportunities to use their English in real life situation, and the students who learn English as a foreign language should have limited time to use their English in daily activity.Teaching English as a foreign language should be different from teaching English as a second language Based on the explanation above, it means that in teaching English as a foreign language the teacher should know what they to make the students learn it In other words, the teacher should prepare the materials, instructions, and teaching techniques well Because, teaching is to help the students to providing with language and causing to know or understand The objective of teaching learning English as a foreign language is to increase students’ ability in four language skill, namely listening, speaking, reading, and writing In addition, the purpose of the foreign language is to develop the students’ skills by understanding of language competence and performance competence Based on the explanation above the researcher concludes that teaching English as a foreign language is the process to provide the students with the skills which enable them to communicate orally with the another nationalities who also learn this language and to make them learn and use English in the written form LITERATURE REVIEW Concept of Speaking Speaking is productive skills which the speaker produces and uses the language by expressing the ideas effectively to others According to Brown, speaking is an interactive process of constructing meaning that involves producing, receiving and processing information.19 It means that in speaking process, we try to communicate with each other and use our language to send our message to the second person In this case the speaking processes need at least two people, one as a speaker who produces information and the other as a listener who receives information According to Thornbury, speaking is so much a part of daily life that we take it for granted Natural and integral speaking that people forget how they once struggled to achieve this ability until they have to learn how to it all over again in a foreign language.20 Thornbury also adds that classification of speaking genres according to their general purpose, the kinds of participants they involve and the degree of planning.21 Therefore, as a language skill, speaking becomes an important component to master by the students as the main tool of verbal communication because it is a way to express ideas and opinions directly what we have in our minds Cameron states that speaking is the active use of language to express meaning so that the other people can make sense of them.22 It could be said that the ability to speak a language is synonymous with knowing the language since speech is the most basic means of human communication Richard states that in speaking we tend to be getting something done, exploring ideas, working out some aspects of the world, or simply being together.23 It means that if the students can speak English fluently that can help them to easy communicate and also explore their idea Speaking English well also helps students to access up-to-date information in fields including science, technology and health Referring to the explanation above, it can be concluded that speaking is the ability to express the ideas, feelings, information, knowledge and opinion to the other person by using the exact words, good grammar and understandable by the listener Moreover, speaking cannot be dissociated from listening aspect, because speaking involves speaker and listener Concept of Speaking Ability Learning speaking has a purpose that is to make the students can speak English fluently In teaching and learning process, speaking is the only one way to show and express the ideas and thoughts from a speaker Speaking ability is the ability to communicate orally Richard states that the ability to speak a second or foreign language well is very complex task if we try to understand the nature of what appears to be involved.24 It means that, to speak well, we have to know that speaking not only to apply the grammatically correct sentence, but also to know when, where and to whom we use these sentences Speaking ability is an important aspect and beneficial skill in learning language It is a part of the goal or skill in learning English in the curriculum besides writing, reading, and listening It is supported by Hornby who say that speaking is making use of language in ordinary voice; uttering words; knowing and being able to use a language; expressing oneself in words; making a speech.25It means that besides mastering listening, reading and writing, the learners should also master speaking as one of goal of learning English.Speaking skill is the ability to use the language for expressing idea In addition, speaking skill is a difficult one to assess with precision, because speaking is a complex skill to acquire The following five components are generally recognized in analysisof speech process: Vocabulary Vocabulary is defined as list of words that are associated with their meaning By having adequate vocabulary, people will be able to communicate in other people and express their ideas clearly and easily Grammar Grammar can be defined as words put together to make correct sentences Communication cannot place in the absence of structure or grammar Therefore, to be able to speak English communicatively, people should master grammar Pronunciation Pronunciation is including the segmental features; vowel and consonants and stress and intonation Words that are difficult to pronounce by non native speakers are more difficult to learn Potentially, difficult words will typically be those that contain sounds that are unfamiliar to some group of people Fluency Fluency is related to the speaker’s ability to speak fluently and speed of the flow of the speaker’s speech Comprehension Comprehension is about the speaker’s ability in understanding a talk The understanding can based on the experience or knowledge From the statements above, it can be concluded that students’ speaking ability is their ability to express their ideas, opinions, thoughts, experiences and feelings by using English with good mastery of grammar, vocabulary, pronunciation, fluency and comprehension Elements of Speaking There are many difficulties that is encountered by the students in speaking If they want to be a good speaker they have to mastered some elements of speaking Harmer in Rubiati defined that there are four elements of speaking that have to be mastered by the students if they want to be a good speaker They are connected speech, expressive devices, lexis and grammar, and negotiation language Connected speech In connected speech, sounds are modified, omitted, added, or weakened Effective speakers of English need to be able not only to produce the individual phonemes of English, but also able to use connected speech fluently By this reason that teacher should involve students in activities designed specifically to improve their connected speech Expressive devices Students should be able to deploy at least some of such supra segmental features and devices in the same way if they are to be fully effective communicators Native of English change the pitch and stress of particular parts of utterances, vary volume and speed, and show by other physical and non verbal means how they are feeling The use of these devices contributes to the ability to convey meaning Lexis and Grammar Spontaneous speech is marked by the use of number of common lexical phrases, especially in their performance of certain language function Teachers should therefore supply variety of phrases for different functions, such as: greeting, agreeing and disagreeing Negotiation Language Effective speaking benefits from the negotiatory language we use to seek clarification and to show the structure of what we are saying We often need to ask for clarification when we are listening to someone else In conclusion, speaking is not only focused on remembering amount of vocabularies and mastering the grammatical structures, but also we have to master all elements of speaking stated above If we have mastered those elements, like Connected Speech, Expressive Devices, Lexis and Grammar, Negotiation Language, all information that we deliver will be acceptable by all communicants The Importance of Speaking Speaking is a very important skill that has to be mastered by the students of English, because by mastering speaking skill they can carry out conversation with others, express their ideas, and exchange the information It is in line with the statement of Thornbury that speaking activities are often simply ways of rehearsing pre-selected grammar items or preselected grammar items or functional expressions.29 It means that it is the capability if someone to communicate orally with others The one who has skill in speaking can be identified from his or her ability in using spoken language fluently, clearly and attractively Richards states that the mastery of speaking skills in English is a priority for many second language or foreign language learners Consequently learners often evaluate their success in language learning as well as the effectiveness of their English course based on how much they feel they have improved in their spoken language proficiency.30 It means that speaking skill is one of priority for many second language or foreign language of the learners because in speaking people can express meanings so that they can make sense of them The effectiveness of the learner’s English is based on how much they can improved their spoken language Fulcher stated that speaking is one of language skill which is very important to be mastered by students in order to be good communicator Speaking is the verbal use of language to communicate with others.31It means that speaking is one of the importants skill that forming social relationship through speech.Speech is about making choices Students must choose how to interact in expressing themselves Spoken language is used mostly in the communication It means that they have to speak to others to express their aims Therefore, it can be said that without speaking, communication cannot be done optimally Concept of Teaching and Learning Speaking The goal of the learning and teaching English in senior high school is communicative competence.Teacher is the facilitator of the student Brown stated that teacher is like an actor because they feel as if they are always on the stage.32 It means that the teacher as a facilitator of the students should has communicative competence and the teacher should have interesting techniques to invite and attrack the students to practice English in the classroom Recognizing Scripts Some communication situations are associated with a predictable set of spoken exchanges a script Greetings, apologies, compliments, invitations, and other functions that are influenced by social and cultural norms often follow patterns or scripts So the transactional exchanges involved in activities such as obtaining information and making a purchase In these scripts, the relationship between a speaker's turn and the one that follows it can often be anticipated Instructors can help students develop speaking ability by making them aware of the scripts for different situations so that they can predict what they will hear and what they will need to say in response Through interactive activities, instructors can give students practice in managing and varying the language that different scripts contain Using Language to Talk About Language Language learners are often too embarrassed or shy to say anything when they not understand another speaker or when they realize that a conversation partner has not understood them Instructors can help students overcome this reticence by assuring them that misunderstanding and the need for clarification can occur in any type of interaction, whatever the participants' language skill levels Instructors can also give students strategies and phrases to use for clarification and comprehension check Referring to the explanation above, it can be inferred that teacher can create an authentic practice environment within the classroom itself As they develop control of various clarrification strategies, students will gain confidence in their ability to manage the various communication situations that they may encounter outside the classroom.So teacher and students should talk with English actively in the classroom.In conclusion, teacher plays big roles in teaching learning process, in other to the students get fluency while they are speaking, out of the difficult misunderstandings and hesitation in speaking activity Teacher should play the roles above in order to make the speaking class runs well Student’s Problem in Learning Speaking These aspects are became as instrument to know more clearly about the problems in learning and teaching speaking that students and teachers often meet, we should concern some problems with speaking activities suggested that cited from A Course in Language Teaching, there are four obstacles in learning speaking: a Inhibition: Unlike reading, writing and listening activities, speaking requires some degree of real time exposure to an 10 case by preparing great substantive arguments, and at the end of the match, adjudicators determine which side of the team win the match Furthermore, Maryadi (2008) said that debate can motivate students’ thinking because they must defend their stand or opinion which is in contradiction with conviction themselves In accordance to those definitions, the researchers were able to compose an operational definition of debate in this research It is a clash of arguments with two opposing teams which try to convince their arguments Quinn (2005) explained about the most widely used format that is used in most schools in the world There are two teams competing in a match The side that supports the motion is called Government The other side is opposition Each team is formed of three speakers and one between the first and second speaker will deliver reply speech Each speaker has eight minutes to deliver substantive speech but for reply speech, the duration is half of the substantive speech In the other words, the time to deliver reply speech is four minutes They debate upon the same motion After knowing the format, the researchers intended to implement this debate because the students were familiar with this format and in Indonesian schools debating championships use this format as well METHODOLOGY This research is a type of Classroom Action Research (CAR) Mettetal (2001) stated that classroom action research is a method of finding out what works best in your own classroom so that you can improve students’ learning The purpose of this research is to gain understanding of teaching and learning within one’s classroom and to use that knowledge to increase students learning Furthermore, Hopkins (2008) stated CAR is the systematic study of attempts to improve educational practice It can be applied by groups of participants, by means of their own practical actions, and by means of their own reflection upon the effects of those actions Put simply, action research is the way the groups of people can organize the conditions under which they can learn from their own experience Hopkins (2008) also stated that action research might be defined as the study of a social situation with a view to improve the quality of action within it It aims to feed practical judgment in concrete situations, and the validity of the ‘theories’ or hypotheses 19 In action-research ‘theories’ are not validated independently and then applied to practice They are validated through practice Based on the explanation above, it can be concluded action research is trying out an idea in practice with a view to improving or changing something, trying to have a real effect on the situation The researchers used classroom action research approach taken from Hopkins (2008) The researchers carried out an action research with the following steps The first is planning In this step, the researchers offered a new technique in improving students’ speaking skill It was the use of the debate technique in teaching speaking The action was based on the lesson plan applied in the class Furthermore, the researchers also prepared materials that was going to be taught in the class, made lesson plans, devised observation sheet in order that the class could be observed well, and prepared teaching aids and test instrument, etc The second step is acting This step was the implementation of the use of debate technique in teaching speaking In this stage, the first researcher acted as the English teachers which carried out the lesson plan in the classroom step by step He described how he used debate technique in teaching and learning speaking in the class to improve the students’ speaking skill To obtain the purpose, the teacher had to create the classroom atmosphere as well as possible In this case, he took roles as a controller of the students’ activities and also provided helps when they got difficulties in doing the activity in the classroom The third step is observing The teacher needed help from someone as the observer The observer observed the teacher’s performance and the students’ participation in the class The students’ speaking skill improvement was observed directly by the observer through observing their active participation in discussion, doing exercise, and spoken test result The fourth step is reflecting After carrying out the teaching and learning activities using debate technique in teaching speaking, the researcher/teacher recited the occurrences in the classroom as the effect of the action The teacher evaluated the process and the result of the implementation of debate technique in teaching speaking in the class The evaluation was used to decide what the teacher should in the next cycle It was carried out to know the effect of using debate technique in teaching speaking class especially to the sample class By analyzing the strength and the weakness of using debate technique in teaching speaking, the 20 researchers were able to decide what the next action would be for the continuing improvement There were three instruments that the researchers used in this research The first instrument was spoken test There were two kinds of spoken test in the forms of pretest and post-test In this research, the researchers used test as an instrument to collect the data There were three spoken tests conducted The first was pre-test of speaking that was conducted to know the preliminary data about students’ speaking skill The second was spoken post-test in cycle that was administered in order to know the achievement of the students in their speaking skill The last post-test of cycle was conducted to know the final result after implementing debate technique in the classroom The students were asked to debate based to the given motion The second instrument was observation checklist Ary (2006) stated that observation is the basic method for obtaining data in qualitative research He also added that qualitative observation usually takes place over an extended period of time and proceeds without any prior hypotheses Furthermore, he explained that qualitative observations rely on narrative or words to describe the setting, the behaviors, and the instructions It means that qualitative research is related to words instead of numbers The observer (one of the English teachers at SMAN Modal Bangsa, Aceh) observed one of the researchers by using researcher’s observation sheets during the action of introducing speaking practice and evaluating of speaking activities She observed the ability of researcher in teaching-learning process through debate technique The observer also observed the students’ activities along with the action conducted by using the students’ observation sheets The sheets for researcher was intended to record and note important points down on the field notes during the teaching and learning process The sheets for students were used to record the students’ activities and involvement The third instrument was questionnaire The list of questions was used and made in accordance with the needs of the research The questionnaire was used to know the students’ responses, taken in prestudy and the end of cycle The questionnaire used was a closed questionnaire in which the students just needed to choose one of the alternative answers provided in each item by circling or crossing it Finally, on the basis of the students’ answers from the questionnaire, the researchers can obtain the students’ perspectives toward the debate technique used by 21 the researchers in teaching speaking skill The next step was the data analysis procedure The researchers used statistical technique to know the improvement of the students’ speaking skill from the pre-test and post-test The data analysis of statistical technique was used to analyze data needed in this research from pre-study until final result of cycle Meanwhile, the data obtained from the observation checklist was qualitative data It was examined by using constant comparative method, suggested by Hopkins (1993) The observation data was analyzed in order to find out the errors made by the students and the strategy used by the teachers in correcting them Every error was counted based on their classification whether they were corrected or not It was used to obtain the data for the first research question The errors that were written down in the strategies column were used to determine the strategy used by the teachers related to the second research question Every category of the strategy was counted based on its amount on a particular error Then it revealed how many times the particular strategy was used in the particular error The last one was questionnaire The results from questionnaire were analyzed by counting the choice of the students in a particular strategy to correct their particular error Rearch procedure The researcher had done the research through observation, interview, and questionnaire The researcher find out some results of the research in the process of using debate technique in teaching speaking in MA Al-Hikmah Bandar Lampung In investigating the process of implementing debate technique in teaching speaking, the researcher used three instruments in collecting the data They are observation, interview and questionnaire The research was conducted in two sessions The instruments of the research which were consisted of observation, questionnaire and interview had been done to know the process of teaching speaking by using debate technique, the problems faced by the teacher in teaching speaking by using debate technique, and the problems faced by the students in the process of learning speaking using debate technique In the observation, the researcher observed the process of using debate technique in teaching learning activity in the class by observing both the teacher and the students Then the researcher gave questionnaire to the students to know 22 their respond to the implementation of the research and also the problems they faced in the process of teaching learning activity Next was interview, the researcher interviewed the teacher to confirm the data gained from the observation and questionnaire Moreover, the researcher also collected additional data such as school profile and history, the condition of the students and the teachers and so on The research was conducted at MA Al-Hikmah Bandar Lampung in the first semester of the eleventh grade started from July, 28th2017 up to August, 16th 2017 In this research the researcher enclosed the date and planed schedule of work as follows RESULTS AND DISCUSSION As the comparison of post-test, the pretest had been done before the Classroom Action Research (CAR) It was conducted on Thursday, March 29th 2018 The students were assigned to work in pair and speak each other Based on the result of the pre-test, the data showed that the mean score of pretest was 75.11 There were only 15 students who passed the minimum passing grade of 80 for speaking subject, while the other 13 students in class X-5 were below the criteria The class percentages which passed the minimum passing grade of 80 were 55.55 % The lowest score was 75 and the highest score was 86 From the analysis, it could be seen that at class X/IPA-5, the students’ speaking skill was still low Based on the observation, the problems faced by the students in speaking were mainly caused by the performance and the technique used by the teacher The next instrument that had been done in pre-test was questionnaire The questionnaire was conducted to know about the students’ response about speaking lesson especially the way the teacher taught The questionnaire was given to the students at class X-5 on Friday, March 30th 2018 The result showed that 64.28 % of the students felt interested in the way of the teacher taught, while 35.72% of the students felt fair It indicated that some students of class X-5 needed the innovation in learning speaking to develop their speaking skill Moving on to the teacher’s performance and the students’ involvement during the process teaching and learning speaking, the analysis of teaching and learning process was done in order to know how the debate technique was implemented at class X/IPA-5 The information was 23 obtained from the observation checklist The information was about the teacher’s and the students’ activities in the classroom while teaching and learning speaking through debate technique The strength and weaknesses of the implementation debate technique were analyzed in this phase Regarding the analysis of researcher’s performance in teaching process of cycle 1, the observation was conducted on April 5th and 12th, 2018 at class X/IPA-5 In the observation, the first researcher acted as a teacher The focus of the observation was on teaching speaking by using debate technique In the first meeting of cycle 1, the researcher divided the students into groups that consisted of three students in a group In this meeting, the researcher asked them some questions about narrative text, folklore and debate technique before the teaching learning process Several students seemed to be worried about responding to the teacher’s questions It seemed to be due to the lack of fluency After finishing the pre teaching activity, the researcher instructed the students to work in groups In this part, the researcher explained about narrative text in general, folklore, how to express opinion, arguments and also about debate by writing on the whiteboard The researcher also suggested the students to discuss and share with their group members From the finding above, there were some aspects which should be improved by the researcher in teaching speaking class The first aspect was the way of how to instruct the students because debate technique was new for the students The instruction should be explained clearly and adequately in order to ensure that the students understood it Clear instruction would make the students work in groups actively The second aspect was that the media used by the researcher should be authentic to make the students feel familiar with their daily activity This finding seems to support Killickaya (2004) who stated that authentic material more likely connects to students’ needs Therefore, because authentic material exposes the real language, it is closely related to everyday life activities Hence, the students will find the material useful since it can be applied in their social life and importantly improve their speaking skill The last aspect was about time management The researcher should manage the time well while the students were discussing in their groups Based on the result of the observation checklist by the observer, it showed the percentage of the researcher’s performance was 70%, indicating that the researcher needed 24 to improve the performance by conducting the next cycle of the research Regarding to the analysis of the students’ involvement during the learning process in cycle 1, the collaborator observed not only the researcher’s activity but also the students’ activity while the process of teaching and learning speaking through debate technique was going on It was aimed to know the students’ participation about the debate technique implementation in teaching speaking in the first cycle The result of the observation sheet of the students’ activity noted that there were some positive and negative points presented by the students in the first cycle Based on the students’ observation sheet, there were some aspects that still needed improvements The first aspect was the ability of the students to express opinions and arguments The students still felt difficult to speak fluently They still took a few seconds to continue their speech from a sentence to another sentence The second was the involvement in discussion Some of them still felt reluctant to share idea with their team mates Actually, in debate technique, the students were expected to involve in a collaborative learning by working together rather than individually The last aspect was responding to the other groups’ performance The students still felt hard to keep focusing while the opponent speaker was delivering the substantive speech Based on the result of the observation checklist by the observer, it showed that the percentage of the students’ involvement was 75% It indicated that the students needed to improve the performance by conducting the next cycle of the research Regarding to the students’ post-test The result of post-test showed that the average score of class was 81.48 in which there were 22 students who passed the minimum passing grade of 80 for speaking subject The researcher needed to calculate the mean score firstly, to know the result of students’ speaking The data showed that the mean score of post-test was 81.77 There were 22 students or 81.48 % of the students who passed the minimum passing grade of 80, while the other students were below the criteria There was improvement of students’ mean score from the students’ speaking on the pre-test to the students’ speaking on the first cycle In this phase, the researchers made the conclusion related to the implementation of the action Then, they tried to modify the action in order to make 95% of the students in the class pass the minimum passing grade of 80 because in the result of post-test, only 81.48% of the students 25 passed it There must be more efforts to improve students’ speaking skill through debate technique It needed to be improved again in the next cycle In the second cycle, the analysis of the researcher’s performance in implementing the action was done by referring to the information coming from the observation checklist Based on the observation checklist, it was found that there were some points that showed the improvement of the researcher’s activity in teaching speaking skill especially in using debate technique Based on the observation during the action, almost all the points observed in cycle achieved the criteria provided in the collaborator’s observation sheet Among all the points that needed to be improved in the first cycle the researcher’s performance gradually improved after the second meeting in the second cycle was conducted The first improvement was the researcher’s way of giving the instruction to the students in the second cycle He explained clearly about how to debate in groups It really helped the students in discussion The second improvement can be seen in media usage This time, the researcher presented more media to facilitate the students It made the students easier to understand the lesson The researcher seemed more enthusiastic in the process teaching speaking by using debate technique The last improvement was about time management in group discussion The researcher could manage the time effectively and finished each teaching process based on the planned time allocation The researcher did not spend more time to explain how debate technique worked In the second cycle the students were familiar with using debate technique The researcher had actualized his performance in his class The outcome of the collaborator’s observation sheet showed that the percentage of the researcher’s performance in the first cycle was 70%, and it increased gradually to 90% in the second cycle In this second cycle, the students’ abilities to express opinions, arguments, asking questions to each other and responding to the other groups’ performance which needed to be improved had been figured out After analyzing the outcome of the observation checklist, and the field notes that was done by the observer, the percentage of the students’ involvement was 95% while the success indicator for the students’ involvement was 95% It means that the students’ involvement in the second cycle had succeeded to achieve the target The calculation of the mean of students’ score in speaking post-test was 85.11 26 The calculation of class percentage of the students who passed the minimum passing grade of 80 was 100% Discussions Based on the record of the researcher’s activity performance in cycle 1, it was found that the total average of mean score of the researcher’s activity in cycle was 70% or in the middle category Since the indicator was not reached yet, the researchers concluded to continue the second cycle in order to achieve the criteria of the researcher’s performance set in the successful indicator In the second cycle, the researcher reached the score of 90% or in the level “very good” It means the researcher’s activity performance had achieved the successful indicator The result of the observation checklist showed that the percentage of the students’ involvement in the first cycle was 75%, whereas in the second cycle was 95% It means that the result had reached the criteria of success We can conclude that the implementation of debate technique had successfully improved the students’ participation in the classroom Regarding to the spoken test, in the pre-test, the mean score of students on speaking test before carrying out Classroom Action Research (CAR) was 75.11 Meanwhile, the class percentages which passed the minimum passing grade of 80 was 55.55 % It means that there were only 15 students who were able to pass the minimum passing grade of 80 and there were 13 students were out of the target Furthermore, the mean score in the post-test of cycle was 81.77 It means that there were some improvement in the students’ score from the pretest that was 8.86% Meanwhile, the class percentages the minimum passing grade of 80 who passed post-test were 81.48% It showed there were 22 students who was able to pass it and there were students whose scores were still under the passing grade However, it was still needed more improvement because the result could not achieve the criteria of success, that is 95% That was why the researchers continued to the second cycle Next, the mean score in the post-test of the second cycle was 85.11 It showed that the students’ improvement score was 3.34 (85.11 – 81.77) from the post-test (81.77) or 4.08 % of students’ improvement in the score percentage from the post-test Meanwhile, the class percentages which passed the minimum passing grade of 80 was 100% It means there were 27 students whose score passed the passing grade The post-test of cycle had fulfilled the target of Classroom Action Research (CAR) success in which above 95% of the students could pass the passing 27 grade Automatically, it can be said that the Classroom Action Research (CAR) was successful and the cycle was stopped At the end of the study, to know the students’ responses about the application of debate technique in learning speaking through debate, the questionnaire was distributed to 27 students The students were asked to choose the offered options on the questionnaire that represented their response The researcher used closed questionnaire and the researcher distributed the questionnaire to the students at the end of the teaching and learning process in the cycle The questionnaire was given to the students in the class X-5 on Friday, April 27th 2018 In accordance to the students’ answers from the questionnaire, it presented that all students felt enjoyable toward the implementation of debate technique in the teaching and learning in the class CONCLUSIONS After the researchers did the research, there were some conclusions First, the result of the collaborator’s observation sheet showed that the percentage of the researcher’s performance in the first cycle was 70%, and it increased gradually to 90% in the second cycle Second, regarding to the result of the students’ observation sheets, it showed a significant improvement of the students’ involvement in class The number of students’ involvement percentage in teaching learning activities increased gradually from the first cycle 75% to the second cycle 95% Third, using debate technique to improve the students’ speaking skills was able to give a significant impact The class percentage improvement in cycle increased gradually from 55.55% in the pre- test to 81.48% in the post-test 1, with the students’ test improvement of 8.86% in the first cycle The greatest improvement was in cycle 2; the students’ test result in the second cycle was 100%, with the increase 4.08% from the first cycle test It means that the success indicator of this research was reached Finally, as the result of the students’ responses toward debate technique, the students had positive responses in their speaking class Based on their responses, this technique was able to make the students become motivated, happy, and confident to speak English Suggestion fo the Teacher After conducting the research and getting the result, the researcher would like to suggest the teacher in teaching speaking by using debate 28 technique They are as follows: a The teacher should diagnose problems faced by students who have difficulty in expressing themselves in the target language and provide more opportunities to practice the spoken language b The teacher should have the interesting technique to handle the class well The teacher should be able to control students well in order that the implementation of a good technique runs well Moreover, the teacher can make rules with the students in order that they will be not noisy in class The consequence is like asking the students to memorize some vocabulary c The teacher should provide the vocabulary beforehand that students need in speaking activities d The teacher can use media like an article in learning activity to support students’ arguments in debate and they are not bored in teaching and learning process Suggestion for the Students After conducting the research and getting the result, the researcher would like to suggest the students, especially in learning English subject as follows: a The students should have positive thinking that learning speaking is as easy as other English skills, learn more about the ways to increase their speaking ability and practice speaking English as frequently as possible b The students should be active and confident to practice speaking in expressing their ideas without feeling guilty and frightened c In learning speaking, the students should practice to speak in target language in order to grow their confidencce and fluency, and minimize the use of mother tongue d The students should be aware and try to involve speaking activities not only in class but also out of the class It can make easier to the students in defend and giving arguments through debate technique e The students should learn their mistakes in practicing speaking Control their emotion when their opinion are wrong along to opposite team Just make the learning activity enjoyable Suggestion for the School The school should set class with average number of students in order to prevent overcrowded class Furthermore, the school should provide another program of English for the students such as English club or English course in order to the students can practice their English competency Suggestion for other Researchers After conducting the research and getting the result, the researcher would like to suggest other researchers to develop this research with the new innovation such as the use of another kind of Debate 29 technique, Judicial Debate, non formal debate or other good technique to increase students’ speaking abilitiy Moreover, hopefully the result of this research can be a reference REFERENCES Ary, D (2006) Introduction to research in education New York: Thomson Wadsworth Baker, T (2009) Debating in the EFL Classroom IH Journal of Education and Development, 27, 2-7 Bambang, S (2006) Teaching English as a foreign language Yogyakarta: Graha Ilmu Burns, A (1998) Teaching Speaking Annual Review of Applied Linguistics, 18, 102-123 Burns, A., & Joyce, H (1997) Focus on speaking Sydney: National Centre for English Language Teaching and Research Hopkins, D (1993) A teacher’s guide to classroom research Philadelphia: Open University Press Hopkins, D (2008) A teacher’s guide to classroom research (4th ed.) 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