THE IMPLEMENTATION OF DEBATE IN TEACHING SPEAKING TOTHE FIRST YEAR STUDENTS OF RSBI (RINTISAN SEKOLAHBERTARAF INTERNASIONAL) CLASSAT SMP N 1 BOYOLALIRESEARCH PAPERSubmitted as a Partial Fulfillment of the Requirementsfor Getting Bachelor Degreein English DepartmentbyFATIMAH YULIANIA.320.050.354SCHOOL OF TEACHER TRAINING AND EDUCATIONMUHAMMADIYAH UNIVERSITY OF SURAKARTA2009Generated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.

SUMMARYFatimah Yuliani. A 320 050 354. THE IMPLEMENTATION OF DEBATE INTEACHING SPEAKING TO THE FIRST YEAR STUDENTS OF RSBI(RINTISAN SEKOLAH BERTARAF INTERNASIONAL) CLASS AT SMP N 1BOYOLALI. Muhammadiyah University of Surakarta. Research Paper. 2009.This research aims at describing the implementation of debate in teachingspeaking to the first year students of RSBI class of SMPN 1 Boyolali. The researchwas conducted in March 2009. The objectives of this research are to know theprocedures of teaching speaking using debate, the activities of teaching speakingusing debate, the problems faced by the teacher and the students, and the strengthsand weaknesses of debate technique implementation.The writer uses descriptive qualitative study that uses method of observation,interview, document and questionnaire. The subject of this research is the students ofVII-F (RSBI class) the first year students of SMP N 1 Boyolali.The result of the research shows that: the procedures of teaching speakingusing debate are: opening the class, explanation, consultation, practice, and closingthe class. The activities of debate are: the teacher gives explanation, the students aredivided into some groups, the teacher gave the topic, the students divide the duty inevery group, the students develop their arguments for any times, debate is started, theteacher give score, and debate is finished. The problems faced by the teacher areclassroom management, limited time, and different capability of the students. Theproblems faced by the students are grammar/structure, pronunciation, fluency, limitedvocabulary, nervousness. The strengths of debate implementation are: interest thestudents, train the students to cooperate well with other friend, train the students toexpress their opinion, the students not bored, but very enjoy with debate activity, thestudents are more ready to present the argument, and improve the students’ speakingability. The weaknesses of debate implementation are: debate is only used for certainsubject, needs long times, make the students’ emotional in defending their argument,teacher get difficulties in control the debate implementation

Consultant I Consultant II(Drs. Djoko Srijono, M.Hum.) (Mauly Halwat H, S.Pd, M.Hum)NIP. 131474078 NIK.727Dean,Drs. Sofyan Anif , M.SiNIK.547Generated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.

APPROVALTHE IMPLEMENTATION OF DEBATE IN TEACHING SPEAKING TOTHE FIRST YEAR STUDENTS OF RSBI (RINTISAN SEKOLAH BERTARAFINTERNASIONAL) CLASSAT SMP N 1 BOYOLALIbyFATIMAH YULIANIA. 320 050 354Approved to be Examined by ConsultantConsultant I Consultant II(Drs. Djoko Srijono, M.Hum.) (Mauly Halwat H, S.Pd, M.Hum)NIP. 131474078 NIK.727Generated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.

ACCEPTANCETHE IMPLEMENTATION OF DEBATE IN TEACHING SPEAKING TOTHE FIRST YEAR STUDENTS OF RSBI (RINTISAN SEKOLAH BERTARAFINTERNASIONAL) CLASSAT SMP N 1 BOYOLALIAccepted and Approved by the Board of ExaminerSchool of Teacher Training and EducationMuhammadiyah University of Surakartaon July……, 2009Team of Examiners:1. Drs. Djoko Srijono, M.Hum. (…………………………….)(Chair Person)2. Mauly Halwat Hikmat, S.Pd., M.Hum. ( ……………………………)(Member I)3. Dra. Dwi Haryanti, M.Hum. ( …………………………....)(Member II)DeanDrs. Sofyan Anif , M.SiNIK. 547Generated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.

TESTIMONYHerewith, the researcher testifies that in this research there is no work whichhas been proposed to get bachelor degree in any university and as long as she knowsthere are no works or statements that have been written or published by other

researcher, unless they are reference within this research and listed on thebibliography. Hence, later, if in the future it is proven that there is untruth in herstatement above, she will be fully responsible.Surakarta, July 2009FATIMAH YULIANINIM. A 320 050 354Generated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.

MOTTO ÇÏÈ #Z.ô£ç. Î.ô£ãèø9$# yìtB ¨bÎ) “Sesungguhnya sesudah kesulitan itu ada kemudahan”If there is a difficulty, there must be a way to finish it(Q.S. Al-Insyiroh : 6)Janganlah berpikir untuk jadi orang baik-baiktetapi jadilah orang yang lebih baik.(The Writer)Generated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.

DEDICATIONFrom her deepest heart the writer dedicates thisresearch paper to :Allah SWT and Muhammad SAW,My beloved mother,My beloved father in heaven,My beloved all of brothers and sisters,My lovely soulmate “Saiful Anwar”,All of my friends in English Department, andMy Almamater.Generated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.

ACKNOWLEDGEMENTAssalamu’allaikum Wr.Wb.Alhamdulillahirobbil’alamiin, Praise and Gratitude to Allah SWT, the lord ofUniverse, for blessing and hearing the writer’s pray in accomplishing this researchpaper. Peace and blessing be upon His most beloved Messenger, the prophetMuhammad SAW, who has given us the serene air to faith and prayers.In finishing this research paper entitled “THE IMPLEMENTATION OFDEBATE IN TEACHING SPEAKING TO THE FIRST YEAR STUDENTS OFRSBI (RINTISAN SEKOLAH BERTARAF INTERNASIONAL) CLASS AT SMP N 1BOYOLALI”, the writer realizes that without many helps of other people, it isimpossible for her to finish her work. On this good opportunity, the writer whishes toreveal her special gratitude to:1. Drs. Sofyan Anif, M.Si., as the Dean of School of Teacher Training andEducation Faculty Muhammadiyah University of Surakarta,2. Koesoemo Ratih, S.Pd., M.Hum., as the head of English Department, who gavethe opportunity in doing the research,3. Drs. Djoko Srijono, M.Hum., as the first consultant for this valuable guidance,

contributed ideas, patience and helpful encouragement until completing thisresearch paper,Generated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.4. Mauly Halwat Hikmat, S.Pd.,M.Hum, as the second consultant for her wisdomcorrection, guidance, patience help and kindness,5. All lecturers at English Department of Muhammadiyah University of Surakartafor the useful knowledge and wisdom,6. Bapak. Drs. Suratno, M.Hum, as the headmaster of SMP N 1 Boyolali, who hasgiven permission to the writer to do the research in this school,7. Bapak. Drs. Riyanto, as an English teacher in SMP N 1 Boyolali who has helpedher in conducting this research,8. Her beloved mother who always in the writer’s heart and give their love, money,prays, support, and affection along her life till she can finish her study,9. Her beloved father in heaven, thanks for your advices and pray in her dream “ILOVE YOU”,10. Her beloved all of brothers and sisters. Thank you for taking care of her, thankyou for your love, support and prayers,11. Her beloved niece “Muslikhah” and all of SOMO MARTONO’ Family,12. Her lovely “Saiful Anwar”, thank you for your love, attention, support and prays,13. Her loved friends: Umy, Woro, Iffa, Yuni, Mas Ardi, , and All of her friend inEnglish Department that she can’t mentioned one by one, especially class G-H.Thanks for your motivation,14. Her friends Mas Sar, Mbx Amy, Dewi, and All of her friend in PMKNorganization,Generated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.15. All of students VII F-RSBI class in SMP N 1 Boyolali, and16. Those who are forgotten and cannot be mentioned one by one.The writer realizes that this research paper still has a lot of weaknesses.Therefore, she would like to thank to the readers if they can give the suggestion andcriticisms to make the research paper better.Wassalamu’allaikum Wr.Wb.Surakarta, July 2009The WriterFatimah YulianiGenerated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.

TABLE OF CONTENTpageTITLE ............................................................................................................... iSUMMARY...................................................................................................... iiAPPROVAL OF CONSULTANT.................................................................... iiiACCEPTANCE ............................................................................................... ivTESTIMONY………………………………………………………………… vMOTTO ............................................................................................................. viDEDICATION.................................................................................................. vii

ACKNOWLEDGEMENT ................................................................................ viiiTABLE OF CONTENT...................................................................................... xiCHAPTER I: INTRODUCTION.................................................................. 1A. Background of the Study.................................................... 1B. Problem of the Study......................................................... 4C. Objectives of the Study ...................................................... 4D. Limitation of the Study ...................................................... 5E. Benefits of the Study.......................................................... 6F. Research Paper Organization ............................................. 6CHAPTER II: REVIEW OF RELATED LITERATURE…………………. 8Generated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.A. Previous Research……………………………………….. 8B. Teaching English………………………………………… 9C. Teaching English for Junior High School……………….. 11D. Notion of Speaking……………………………………… 13E. Teaching Technique……………………………………... 16F. Debate…………………………………………………… 18G. RSBI (Rintisan Sekolah Bertaraf Internasional)………….. 20CHAPTER III: RESEARCH METHOD……………………………………... 22A. Type of Research ............................................................... 22B. Setting and Time of the Research....................................... 23C. Subject of the Research…………………………………... 23D. Object of the Research ....................................................... 23E. Data and Data Source......................................................... 23F. Method of Collecting Data................................................. 24G. Credibility of Data………………………………………. 25H. Techniques of Analyzing Data........................................... 26CHAPTER IV: RESEARCH FINDING AND DISCUSSION………………. 28A. Research Finding................................................................ 281. The Implementation of Debate in TeachingSpeaking To the First Year Students ofRSBI class at SMPN 1 Boyolali……………………... 29Generated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.2. The Strengths and Weaknesses of DebateTechnique Implementation………………………….. 42B. Discussion of the Finding……………………………….. 46CHAPTER V: CONCLUSION AND SUGGESTION……………………… 50A. Conclusion ......................................................................... 50B. Suggestion.......................................................................... 52BIBLIOGRAPHY…………………………………………………………….. 53VIRTUAL REFERENCES …………………………………………………… 54APPENDIX …………………………………………………………………… 55Generated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.

CHAPTER I

INTRODUCTIONA. Background of the StudyAs a foreign language in Indonesia, English is learned seriously by manypeople to have a good prospect in the community of international world.Recently, English becomes important. Since it’s important, English is taughtwidely at formal school starting from elementary school up to universities; evenat informal school i.e. courses.There are four English skills to learn, namely speaking, reading, writing,and listening skill. Speaking seems intuitively the most important skill tomaster. The success is measured in terms of the ability to carry out conversationin language speaking in an interactive process of constructing meaning thatinvolves producing, receiving, and processing information. Speaking is veryimportant because by mastering speaking skill, people can carry outconversations with others, give the ideas and exchange the information withothers. Hence, in speaking classroom the learners should work as much aspossible on their own, talk to one another directly and not through the mediumof teacher.“Speaking is the process of building and sharing meaning through the useof verbal and non verbal symbol in a variety of context” (Chancy 1998: 13).Generated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.The other opinion is shown by Hornby (1995: 318), speaking is making use ofwords in an ordinary voice; uttering words; knowing and being able to use alanguage; expressing oneself in words; making a speech. In short, speaking skillis the ability to perform the linguistic knowledge in the actual communication.By speaking with others, we are able to know what kinds of situation are in theworld.There are several methods which are used by the teacher for teachingspeaking. The method should be interesting to interest students in teachinglearning process. One of the teaching methods in teaching speaking is debatemethod. It is seen as an active learning process because students will learn morethrough a process constructing and creating, working in a group and alsosharing knowledge.Debate is a teaching strategy to improve verbal communication andcritical-thinking skills. Debate is presented as a valuable learning activity forteaching critical thinking and improving communication skills. Debating is aneffective pedagogical strategy because of the level of responsibility for learningand active involvement required by all student debaters(http://ncbi.nlm.nih.gov/pubmed/18173892). Maryadi (2008: 16) states that“debate can motivate students’ thinking, moreover if they must defend theirstand or opinion which is in contradiction with conviction themselves”. Thisstrategy can involve all students to be active, not only debate performer.Generated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.Debate is implemented in teaching speaking RSBI. The teacher of the firstyear in SMP Negeri 1 Boyolali implements debate in the teaching speaking.The teaching learning process aims to enable the students speak the target

language.Rintisan Sekolah Bertaraf Internasional (RSBI) refers to a path ofinternational standardized school. RSBI is an Indonesia government program ineducation which is implemented with developing quality of school to be aninternational standardized school. Sekolah Bertaraf Internasional (SBI) is anational school which prepares the students with National Education Standard,in Indonesian is Standar Nasional Pendidikan (SNP) which has an internationalquality and the graduation from it has international competitive capacity.“Sekolah Bertaraf Internasional adalah sekolah yang sudahmemenuhi seluruh Standar Nasional Pendidikan (SNP) dan diperkayadengan mengacu pada standar pendidikan salah satu negara anggotaOrganization for Economic Co-operation and Development (OECD)dan/atau negara maju lainnya yang mempunyai keunggulan tertentudalam bidang pendidikan sehingga memiliki daya saing di forumInternasional (http:// edu_media.org/sbi.php.)”SMP Negeri 1 Boyolali is an international standardized school. Thisschool has good quality that is carried by multimedia facilities and classroomsatisfied. This school also uses bilingual in teaching learning process especiallyusing English language.Based on the background above the writer decides to carry out a researchentitled "THE IMPLEMENTATION OF DEBATE IN TEACHINGGenerated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.SPEAKING TO THE FIRST YEAR STUDENTS OF RSBI (RINTISANSEKOLAH BERTARAF INTERNASIONAL) CLASS AT SMP NEGERI 1BOYOLALI". There are some reasons why the writer chooses this school. Thefirst, since they have special competences which work on linguistic field,second, SMP Negeri I Boyolali is an international standardized school (RSBISchool) and also the best school in Boyolali and third, the school has goodachievements of their graduates.B. Problem of the StudyBased on the background of the study, the writer formulates the problems ofthe study as follows:1. How is the implementation of debate technique in teaching speaking to thefirst year of RSBI class at SMP Negeri 1 Boyolali?a. What are the procedures of teaching speaking using debate?b. What are activities in teaching speaking using debate?c. What are the problems faced by the teacher and the students inteaching speaking using debate?2. What are the strengths and weaknesses of the implementation of debatetechnique in teaching speaking?Generated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.C. Objective of the StudyBased on the problem of study mentioned above, the writer formulatessome objectives of the study as follows:1. To describe the implementation of debate in teaching speaking to the first

year of RSBI students at SMP Negeri 1 Boyolali.a. To describe the procedures of debate technique in teaching speaking atRSBI class, especially at the first year students of SMP Negeri 1Boyolali.b. To describe the kinds of activities in teaching speaking using debatetechnique.c. To describe the problems faced by teacher and the students in teachingspeaking using debate.2. To describe the strengths and weaknesses of the implementation of debatetechnique in teaching speaking.D. Limitation of the StudyThis research has broader scope and it is impossible for the writer tohandle all problems. Therefore, the writer limits the scope of the study. Thelimitations of the study are:1. The subject of the study is limited to the English teacher and the first yearstudents of SMP Negeri 1 Boyolali especially for class RSBI.Generated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.2. The object of study is only focused on teaching speaking using debate.E. Benefits of the StudyIn this study the writer expects that the research paper has some benefitsboth in theory and practice:1. Theoretical benefit:a. The finding of this research will enrich the theory of students` speakingmastery.b. The result of the research paper can be a useful input in teachingspeaking using debate method.2. Practical benefit:a. The reader will get a large knowledge about teaching speaking usingdebate method.b. It will give the information and knowledge about the implementation ofdebate method in teaching speaking.F. Research Paper OrganizationThe writer constructs the research paper organization in order to make thereaders understand the content of the paper. This research paper study is dividedinto five chapters that will be organized as follows:Generated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.Chapter I is introduction. This chapter deals with the background of theStudy, problem of the study, objective of the study, limitation of the study,benefits of the study, and research paper organization.Chapter II is review of related literature. This chapter deals with theprevious research, teaching English, teaching English at Junior High School,notion of speaking, debate, and RSBI (Rintisan Sekolah Bertaraf Internasional).Chapter III is research method. This chapter deals with type of the study,subject of the study, object of the study, data and data sources, method ofcollecting data, and technique for analyzing data.

Chapter IV is research and discussion. In this chapter discusses the resultsor findings of the implementation of debate in teaching speaking to the first yearstudents of RSBI class at SMP Negeri 1 Boyolali.Chapter V is Conclusion and Suggestion of the research taken from theresult of teaching observation.Generated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.

CHAPTER IIREVIEW OF RELATED LITERATUREThis chapter describes a number of theories related to previous research,teaching English, teaching English at Junior High School, notion of speaking skill,teaching technique, debate, and Rintisan Sekolah Bertaraf Internasional (RSBI).A. Previous ResearchIn this study, the writer summarized the relevant previous study to provethe originality of the research. The first previous research was done byFeminawaty (UMS, 2007) with the title of her research The Implementation ofCommunicative Language Teaching in Teaching Speaking at The First Yearof SMP N 1 Suruh. The result showed that the implementation of theCommunicative Language Teaching (CLT) in the teaching speaking couldmake the students active because the students learned more through a processof constructing and creating, working in a group and sharing knowledge. Thesecond is the use of Communicative Language Teaching (CLT) in theteaching speaking was suitable for Junior High School if it is used inteaching-learning process.The second previous research was done by Sugianto (UMS, 2008)entitled Improving Students’ Speaking Ability in Expressing Agreement andDisagreement Act by Using Question and Answer Technique in SDN 02Generated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.Growong Kidul Juwana-Pati. The result showed that the first, theimplementations of question and answer technique was appropriate inteaching agreement and disagreement expression in SDN 02 Growong KidulJuwana-Pati. The second, the question and answer technique was effective inimproving the students’ speaking ability of agreement and disagreementexpression.The similarities of this research with the previous researchers are first,this research is done in the teaching speaking class. Second, the method useddescriptive qualitative method. The differences between this research with theprevious researchers are first, the object of this research is SMP Negeri 1Boyolali. Second, the researcher focuses on the implementation of debate inteaching speaking, the strengths and weaknesses of debate techniqueimplementation.B. Teaching EnglishLanguage teaching is defined broadly as creating situation that promotesthe use of language. It is also considered as an interactive process between theteacher and the students or group of students to get knowledge, skill orattitudes to what they learn. Teaching is a process where the students get

information and knowledge from the teacher. According to Brown (2000: 7),teaching is showing or helping someone learn how to do something, givingGenerated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.instruction, guiding in the study of something, providing with knowledge,causing to know or understand. Teaching could not be defined apart fromlearning. Gage (1964) in Brown (2000: 7) notes “that to satisfy demands ofeducation, theories of learning must be stood on their head so as to yieldtheories of teaching”. Teaching is guiding and facilitating learning, enablingthe learner to learn, setting the conditions for learning.“Teaching is not merely transferring the knowledge to students but alsohelping them to develop their deeper understanding”(Browden and Ference,1998: 22). According to Jean Piaget, 1983; Hudelson, 1996; Chomsky, 1979;Gleason, 1985 in Fauziati (2002: 196-170) the prominent learning principlesworth discussing in relation to teaching children are cognitive principles andsocial interaction principles.Putting principle into practice would mean what learners need to havelanguage input from others. When these generalizations are drawn to foreignlanguage learning and teaching, they have implication for curriculumdevelopment, for teaching strategies and for classroom procedure.Teaching English is not only oriented to finish the teaching material butalso emphasized to kinds of text or genre. The knowledge about grammar andvocabulary is learned by the students in order that the students can domonologue and write appropriately with the genre that will be spoken. Besidethat the students can do transactional dialogue and interpersonal dialogueGenerated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.C. Teaching English for Junior High SchoolThe teaching of English in secondary school or Sekolah MenengahPertama (SMP) is intended to develop the students’ communicativecompetence. The students should not learn how to use the language incommunication only after they have learned to control the structures inlanguage drill and other mechanical exercises. The students should be giventhe opportunity to use their skills even before they have completely masteredthem. They should focus on the messages, not on the form of their utterances.Through interactions students can increase their language store as they listento or read authentic linguistic material, or even the output of the other studentsin discussions, skits, joint problem-solving tasks, or dialogue journals. Thestudents can use all they posses of the language in real life exchanges, whichexpress their real life meaning. The thus have experience in creating messagesfrom what they hear, since comprehension is process of creation (Rivers,1981: 160-162).According to Rombepajung (1988: 26) teaching is a guidance and afacility to study which enable students to learn and create a learning situation.It seems that teaching is very close to learning or teaching should not bedefined without the existence of learning.Generated by Foxit PDF Creator © Foxit Software

http://www.foxitsoftware.com For evaluation only.Surakhmad ( 1990 : 14 ) states that in teaching learning process theremust be at least seven elements involved ; aim, material, students, teacher,approach and method, situation and condition, and evaluation.1) AimThe aim of an activity cannot be separated from the policy todo it.2) MaterialSurakhmad (1990: 14) states that in teaching learning process,the material should exist because it is the content of the process.3) StudentsTeaching learning process will not happen without thestudents for whom the teaching learning process is intended.Without the students, there is no learning.4) TeacherA teacher is one of the important factors in teaching learningprocess. In doing his duty, a teacher should have capability inmastering the aim and the material, managing the teachinglearning program, the class, and its interaction5) Approach and MethodTeaching also involves choosing approach and method. Theabsorption of the material by the students is influenced by theapproach and method used.6) Situation and ConditionThe condition tends to reflect the physical equipments inteaching learning such as the buildings, the library, thelaboratory, the power and financial sources, the organizationetc, whereas the situation refers to socio-emotional situation.7) EvaluationEvaluation is concerned with gathering data on the dynamics,effectiveness, acceptability, and efficiency of a program tofacilitate decision making.Seven elements that mentioned by Surakhmad above is very importantin teaching learning process, especially material. Material in the teachingGenerated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.learning process should exist because it is the content of the process.Commonly, the material to be given has certain characteristics such as:a. RealisticIt means that the material can be used by the teachers and the students, andit is easy to be found.b. RelevantThe material should coincide with the students’ advance, their age, andtheir objective.c. InterestingThe material should contain various things that attract the students’attention.

d. Having Supported PowerThe material must meet a certain standard which causes the students havebeen known that what they learn is useful.Generated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.D. Notion of Speaking Skill1. Definition of SpeakingAccording to Hornby (1995: 318) speaking is making of words in anordinary voice, uttering words, knowing and being able to use a language;expressing oneself in words, making speech.Speaking skill is the ability to perform the linguistic knowledge inactual communication. It functions to express one idea, feeling, thoughtand needs orally. Speaking is one of language arts that are most frequentlyused by people all over the world. Richards and Rodgers (1993: 9-10) statethat the spoken language is primary and that this should be reflected in anoral-based methodology. Furthermore, oral method was very important inthe classroom, especially in the early stages of learning (Howatt, 1985: 9-10).2. The Components of SpeakingAccording to Syakur (1987: 5), speaking skill is a complex skillbecause at least it concerns with components of pronunciation, grammar,vocabulary and fluency. The description is as follows:1) PronunciationPronunciation is the students’ way to utter English welland it deals with phonology.2) GrammarIt concerns with how to arrange to correct sentence inconversation. The utility of grammar is to learn the correctway to gain expertise in a language both in oral and writtenform.Generated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.3) VocabularyVocabulary means the appropriate diction which isused in conversation. Without having a sufficientvocabulary, one can’t communicate effectively or expressideas in both oral and written form.4) Fluency and AccuracyFluency can be defined as the ability to speak fluentlyand accurately suited with professional necessity.Basically, being fluent means being able to keep thelanguage coming.3. Method of Teaching SpeakingMethod is the procedure, step and the way which is used by theteacher in achieving an objective of teaching (www.klubguru.com).Teaching speaking connects the students with the basic ability to use thelanguage, to receive and to convey information. Teaching method of

speaking that was proposed by Lambert Sauveur (1826-1907) in Fauziati(2002: 20) was known as the natural method. He used intensive oralinteraction in the target language. In his Natural method, he argued that aforeign language could be taught without translation or the use of thelearner’s native language if the meaning was conveyed directly throughdemonstration and action.Berlitz (1852-1921) in Fauziati (2002: 20) used a kind of methodcalled Direct Method. Together with sauveur, Berlitz successfully used themethod in commerical schools in the US and Europe. In practice, it standsfor the following principles: (1) Classroom was conducted exclusively inGenerated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.the target language; (2) Only everyday vocabulary and sentences weretaught; (3) Oral communication skills were built up in a carefully gradedprogression organized around question and answer exchanges betweenteachers and students in small, intensive class; (4) Grammar was taughtinductively; (5) New teaching points were introduced orally; (6) Concretevocabulary was taught through demonstration of objects and pictures,whereas abstract vocabulary was taught by association of ideas; (7) Bothspeech and listening comprehension were taught; and (8) Correctpronunciation and grammar were emphasized (Richards and Rodgers(1993) in Fauziati, (2002: 20-21))Thus, teaching method of speaking is related to the concept of oralbased methodology, where the activity immediately setting the student’sspeaking competence.E. Teaching Technique1. Difference between Method and TechniqueIn the teaching learning process is known several technical termswhich have resemblance of meaning. For example: between method andtechnique. Many people still do not understand about difference betweenthem. Method is the procedure, step and the way which is used by theteacher in achieving an objective of teaching. Besides that, technique is theGenerated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.concrete way which is used when the teaching learning process(www.klubguru.com).Sudrajat (Http://Smacepiring.wordpress.com//, 2008) states that“teaching method is the way which is used for implementing of theplanning that is arranged in the real and practice activity form to achievingan objective of teaching”. Continuation of the teaching method is teachingtechnique. So, between technique and method are different. Teachingtechnique is the way which is done by the teacher in the implementation ofthe teaching method by specific (Http://Smacepiring.wordpress.com//).2. Active Learning Technique“Active learning is all of teaching form that enables the students to beactive in the teaching learning process” (Samadhi, http://psych.uiuc.edu/).There are many active learning techniques, such as:

a. Think-Pair-ShareThe use of this technique is the students are given question to bethought around 2-5 minutes, after that the students discuss the answeror opinion with their partner.b. Collaborative Learning GroupsThe class is divided into some groups. A group content of 4-5 studentsthat permanent in a semester. A group is given home assignment toGenerated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.discuss together, after that the assignment is finished in short paper.Usually the assignment shaped of material before learned.c. Student-led Review SessionThe teacher only as facilitator, the students discuss about the materialhas been learned.d. Student DebateThe students are given controversial issue to discuss in the debate form.The class is divided into pro and contra groups.e. Exam Questions WritingThe teacher asks the students to make good exam question to improvethe students’ ability in understanding the material.f. Class research SymposiumThe students are given assignment for a research which will be held aseminar.g. Analyze Case StudiesThe teacher gives a case study to the students before teaching learningprocess to be learned. In teaching learning process this case study isdiscussed.Source: (http://ilstu.edu/depts/CAT)Generated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.F. DebateDebate is a teaching strategy to improve verbal communication andcritical-thinking skills. Debate is presented as a valuable learning activity forteaching critical thinking and improving communication skills. Included in thediscussion are a brief history of the use of debate as a teaching strategy, theresponsibilities of the teacher and learner when using debate in the classroom,and its many advantages for developing competencies in communication andcritical thinking. Debating is an effective pedagogical strategy because of thelevel of responsibility for learning and active involvement required by allstudent debaters (http://ncbi.nlm.nih.gov/pubmed/18173892).Debating is a teaching strategy that provides a framework for students toexplore and develop a range of views over an issue. Debating encouragesstudents to:a. improve the quality of their responses as they are providedwith think time and they can build upon their own ideas.b. stay on task as they have to present their ideas and listen totheir peer.

c. present their views to an authentic audience.d. develop co-operative learning skills.e. develop research skills.f. formulate an argument.g. explore a variety of views.(http://education.vic.gov.au/studentlearning/teachingresources/english/literacy/strategies/tsvels3speak.htm).Maryadi (2008: 16) states that “debate can motivate students’ thinking,moreover if they must defend their stand or opinion which is in contradictionGenerated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.with conviction their self”. This strategy can involve all students to be active,not only debate performer. The steps of using debate method are:a. grow controversial question which is related with material.b. divide the class into some groups PRO and CONTRA.c. ask the students to develop argument each positions andchoose one of them become speaker.d. the speaker of each groups goes forward to presentationtheir argument (open argument)e. after listening of argument each groups, the students prepareopposition argument from their opposition group andchoose the new speaker.f. the speaker mutual give opposition argument.g. finished of the debate without determine who won thedebate.h. discuss about what is be learned from that experience.i. ask the students to identify the best argument imitate theiropinion.G. RSBI (Rintisan Sekolah Bertaraf Internasional)1. Definition of RSBIRSBI (Rintisan Sekolah Bertaraf Internasional) refers to a path ofinternational standardized school. RSBI is one of Indonesian governmentprogram which is implemented with developing quality of school to be aninternational standardized school. SBI is a national school which preparesthe students with National Education Standard, in Indonesian is SNP(Standar Nasional Pendidikan) which has an international quality and thegraduated from it has competitive capacity International.Generated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.“Sekolah Bertaraf Internasional adalah sekolah yang sudahmemenuhi seluruh Standar Nasional Pendidikan (SNP) dandiperkaya dengan mengacu pada standar pendidikan salah satunegara anggota Organization for Economic Co-operation andDevelopment (OECD) dan/atau negara maju lainnya yangmempunyai keunggulan tertentu dalam bidang pendidikansehingga memiliki daya saing di forum Internasional (http://edu_media.org/sbi.php.)”

The graduated from international standardized school are expected tobe able to:(1) continue their education in the unit of education which haveinternational standard.(2) follow international standardized certification.(3) get the champion of international level.(4) work in international institution.2. Vision and Mission of SBI1) Vision of SBIThere are three Visions of SBI are: characterize the nationalityconcept, efficiency all of multiple intelligent, improving Competitivecapacity global2) Mission of SBIThere are five Mission of SBI, are: SMART (Specific,Measurable, Achievable, Realistic, Time Bound).(http:// edu_media.org/sbi.php.)”Generated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.

CHAPTER IIIRESEARCH METHODA research method is very needed in every field of research, because it isone way to know anything in order to get scientific result. In this chapter, thewriter presents the points of research, namely: (a) type of the research, (b) thesetting and time of research, (c) subject of the research, (d) object of theresearch, (e) data and data source, (f) method of collecting data, and (g)technique for analyzing data.A. Type of the ResearchThe type of this research is descriptive qualitative research withobservational study. Bogdan and Tailor (1980) in Moleong (2000: 3) statethat qualitative reseach is a research, which yields the descriptive data inthe form of written or oral words from observing people behavior.The product of the observation is notes or narratives of teachingEnglish speaking. It focuses on the implementation of debate methodwhich is used in teaching English speaking, strengths and weaknesses ofimplementation debate method as a teaching speaking method in SMPNegeri 1 Boyolali, especially the first year students of RSBI class.Generated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.B. Setting and Time of the ResearchThis classroom action research is carried out at SMP Negeri 1Boyolali. It is located on Jl. Merapi 22 Boyolali 57311. The classrooms ofVIIF-RSBI are located on the second floor. This classroom action researchwas done on March – April 2009.C. Subject of the ResearchThe subjects of the research are the first year students of RSBI classat SMP Negeri 1 Boyolali and the teacher of SMP Negeri 1 Boyolali. thesubject of the study that is used by the writer is class E-RSBI of the first

year students, that is class "VII F-RSBI". It consists of 24 students, tenboys and fourteen girls. The teacher in this class is male.D. Object of the ResearchThe object of the study is the teaching English speaking using debatemethod to the first year students of RSBI class at SMP Negeri 1 Boyolaliin 2008/2009 academic years.E. Data and Data SourceData have many important roles in research, because without data itis impossible to convey the result of the research. The data of this researchGenerated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.are the students and the teacher activities of teaching and learningspeaking using debate for the first year students of RSBI class at SMPNegeri 1 Boyolali. There are three sources of the data; event, informants,and documents.a. Event: the activities of teaching speaking using debate in RSBI classof SMP Negeri 1 Boyolali.b. Informants: the English teacher of SMP Negeri 1 Boyolali and thefirst year students of RSBI class at SMP Negeri 1 Boyolali.c. Documents are taken from written document and books.F. Method of Collecting DataIn collecting the data, the writer uses observation, document, andinterview as research instrument.1. ObservationAccording to Margono (2000: 158), observation means as ability tonotice things systematically about the visible phenomenon in theobject of the study. In this research, the writer uses passiveobservation which is only observing the teaching learning process inthe classroom. The observation is done to find the data to answerhow debate method is implemented in teaching speaking to the firstGenerated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.year of RSBI class at SMP Negeri 1 Boyolali in 2008/2009 academicyears.2. DocumentAccording to Margono (2000: 181), documentation is the process ofcollecting data from the paper giving information or evidence suchas archives and the books. The documentation is done to find thedata to answer how debate is implemented. In this research, thewriter collects the data from documentation consisting archives ofsyllabus and kinds of exercises.3. InterviewAccording to Margono (2000: 165), interview is an instrument tocollect information from someone by presenting some questions tobe answered directly. Interview is conducted to get more informationabout the implementation debate method in teaching speaking to thefirst year students of RSBI class. In this research the writer

interviews the English teacher and students.4. QuestionnaireQuestionnaire is an instrument to collect data. In Indonesian,questionnaire is angket. Questionnaire is submitted to respondent inwritten form.Generated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.G. Credibility of DataThe credibility of data is important in a research. The credibility ofthe information that will become research data should be checked out, sothat the collected data can be justified. The techniques are used to checkthe credibility of data can be done by prolonged, engagement, persistentobservation, triangulation, and interview (Moleong, 2004: 78). The writeruses triangulation to check the credibility of data in this research. Thistechnique is used by the writer to cross check the information bycombining several techniques of data collection such as observation,document, interview, questionnaire, and other source of data in collectingand analyzing the data. The collected data are gained by doing interviewcan be completed, strengthened, and perfected by doing other methodssuch as observation and document. The answers of the informant that aregained by doing interview can be checked the credibility by doing theobservation. If it is necessary for the writer to find the real truth of theresearch, the interview and the observation can be repeated again. Itmeans that in collecting the data, the writer should do interview andobservation that is repeated to find the credibility of data.Generated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.H. Technique for Analyzing DataThe data in this research are analyzed by using the descriptivequalitative because in this research, the writer uses non-statistic analysis toanalyze the data. The writer provides description of phenomena that occurnaturally without the intervention of an experiment or an artificiallycontrived treatment. To describe the implementation of debate method inteaching speaking to the first year of SMP Negeri 1 Boyolali, the steps ofthis analysis are:1. Reducing the dataIt is a process of making summary from the main point, arranging andcategorizing it base on it is classification (Moleong, 2000: 190). Thewriter categorized the data taken from the observation and interview.2. Display the dataThe writer describes and discusses the finding research in the form ofsystematic classification. Therefore, it is easy to be understood and tobe analyzed.3. Conclusion and verificationThe last step is drawing conclusion and proposing suggestions basedon the data analysis.Generated by Foxit PDF Creator © Foxit Software

http://www.foxitsoftware.com For evaluation only.

CHAPTER IVRESEARCH FINDING AND DISCUSSIONIn this Chapter, the writer presents the research finding to answer the problemsof the study stated in the first chapter. The data are obtained from the teachingspeaking learning process that have been given to the first year students of RSBI classat SMP N 1 Boyolali. After collecting data from the observation, interview, anddocument, the writer will describe it so that a clear conclusion can be drawn. Thewriter uses the data, which are collected by using observation, to be analyzed to knowthe implementation of debate in teaching speaking, the strengths, and the weaknessesof debate implementation. The source of the data in this study is the English teacherand the students of RSBI class.A. Research FindingIn the research finding, there are some dimensions found in the field thatneed to be presented. The dimensions are the implementation of debate inteaching speaking to the first year students of RSBI class at SMP N 1 Boyolali,it includes of the procedures in teaching speaking using debate, the activities inteaching speaking using debate, the problems faced by the teacher and thestudents in teaching speaking using debate, and the strengths, and weaknessesof debate implementation.Generated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.Before the writer presents the research finding, the writer presents thegoal of language teaching in junior high school. The main goals of 2004curriculum especially in English as a foreign language are: (1) to develop theability to communicate in oral or written form in the fourth skills (reading,speaking, listening, and writing), (2) to increase the awareness of the essentialand the importance of English as a foreign language as a means ofcommunication, and (3) to develop the students understanding of the languagesand culture relevance and to enlarge the culture firmament (Depdiknas, 2004: 5)1. The Implementation of Debate Technique in Teaching Speaking to theFirst Year of RSBI Class at SMP N 1 BoyolaliThere are some dimensions found in the implementation of debatetechnique that need to be presented. They are the procedure of teachingspeaking using debate, the kinds of activities in teaching speaking usingdebate, and the problems faced by the teacher in teaching speaking usingdebate.a. The Procedures in Teaching Speaking Using Debate.In teaching English, the teacher should use the time wisely to meet thepurpose of the lesson. The time duration of every meeting is 80 minutes.The RSBI school has 6 x 40 minutes per week schedule for English subject.Generated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.In teaching speaking of RSBI class, the teacher uses a debate techniqueas an activity to develop the students’ speaking skill. Debate activity isexpected to train the students’ courage to present an argumentation in theirmind and their opinion. Debate activity is given by the teacher every two

weeks, usually on Saturday. Debate is given to the students in the secondsemester.This observation was done three times. In this section, the writerdescribes some procedures that had been done by the teacher during theobservation. In the observation, the writer found that there are five steps ofteaching speaking using debate. They are opening the class, explanation,consultation, practice, and closing the class. The description of the learningprocedures of teaching speaking using debate will be explained as follows:1) Opening ClassThe teacher used opening session to focus the students’ attention.He uses greeting before beginning the study. The teacher came to theclass and greeted them. He asked the students about their condition“Good morning students? How are you today?”. The teacher alsoasked about the students’ attendance “Anybody absent today?”. Afterthat, the teacher asked the students to prepare the book, dictionary, pen,and note book. The teacher said “ok students, now you can prepare allyour learning instruments before the material is started”.Generated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.The writer found that the English teacher in SMP N 1 Boyolalialways uses the opening class session to greet and to know the studentscondition. The teacher always asks the students’ attendance.2) ExplanationBefore explaining the material of debate, the teacher reviewedthe topic of debate that has been taught in the previous meeting. Afterthat, the teacher gives explanations about debate. The teacher explainsthe procedures of debate activity and the topic related with debate. Thenew material of debate usually had been given by the teacher in theprevious meeting before debate class schedule.The materials of debate are controversial topic. For examples:School is started at 6 o’clock.Television has negative effect to childrenThe students bring the mobile phone to schoolThe teacher explains about the topic that related with debateactivity, such as asking agreement and disagreement, and expressingopinion. He also gives some examples in order to make students clear.Generated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.

DEBATEPRO (Agree)Expressing an Agreement:CONTRA (Disagree)Expressing a Disagreement:I agree ………I think soThat’s rightThat’s true

That’s correctI am in complete agreementwith youI disagree…….I can’t agree with…I don’t think soThat’s not true/rightI see what you mean, but…That may be true, but………Expressing Opinion:I think (that)………………….I felt (that) ……………………In my opinion, ………………As for me, I think ……………That’ good, but………………Generated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.After the teacher had written those expressions, he asked thestudents to follow her speech in order to check the students’pronunciation. Then, the next activity is making debate. The studentsare divided into 5 groups and each group consists of 4-6 students.Based on the explanation above the writer concludes that theteacher has explained it clearly. The teacher tries to handle the classand create interesting situation in order to make students not bored andmore active.3) ConsultationAfter finishing his explanation and direction to do activity, thenext step is consultation. In the consultation, the class was talking aboutthose expressions. It means that, if the students had some questions orthey did not understand about the topic, they could consult by raisingthe hand then conveying the question. In this session, the teacher gave achance to the students to ask some questions if they did not understandthe material.Here, the writer concludes that the teacher always gives theopportunity the students to share about their problems in mastering thematerial.Generated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.4) PracticeIn this session, the teacher begins the debate activity. Thestudents practice the debate activity with the material or the topic thathad been gotten from the teachers’ explanation.The teacher asked the students to make five groups thatconsisting of 4 until 6 students with randomly. The first group for pro,second group for contra, third group for mediator, the fourth group fordefender of the first group (pro group) and the fifth group for defenderof the second group (contra group). The students did the debate activity

based on the topic that is given by the teacher. The teacher as facilitatorprovides the material, controls the implementation of debate and givesthe score to the students.5) Closing classBefore the teacher closed the meeting, he concludes the result ofthe material that had been learned especially the result of debateactivity. After that, the teacher appreciated the students’ attention andparticipation “Thanks for your attention and your participation”. Then,he closed the meeting by greeting “Good Morning/Good Afternoon andSee you in the next meeting”.In this session, the teacher closed the meeting with friendlysentence like “Thank for your attention and See you in the nextGenerated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.meeting”, it means that the teacher really wanted to make the studentsfeel comfortable in all steps of teaching English. This condition wouldmake the students enjoyable and receive all the material easily.b. The Kinds of Activities in Teaching Speaking Using Debate.Based on the interview and observation in the classroom at the firstyear of RSBI class (VII-F) in SMP N 1 Boyolali, there are some data thatare necessary to be presented. The debate is an activity or technique that isimplemented by the teacher to improve quality of learning English. Thistechnique is used in teaching speaking. This technique has purposes todevelop the students’ speaking ability.The activities in the debate are:1) The teacher gives explanation about debate.The teacher explains the material related the debate. He alsoexplains about the implementation of debate.2) The teacher asked the students to form some groups.The students are divided into 5 groups with randomly. Everygroup of debate consists of 4 – 6 students.The teacher formulates the groups of debate as follows:a) The first group for prob) The second group for contraGenerated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.c) The third group for mediatord) The fourth group for defender of the first group (pro groups)e) The fifth group for defender of the second group (contra groups)The scheme of debate activities:3) The teacher gave the topic of debate to the students.The topic of debate is about the issues that are controversial. Thetopic of debate usually is given by the teacher in the previous meetingbefore the debate is done.CONTRA GROUP(5 Students)Mediator

(6 Students)PRO GROUP(5 Students)DefenderCONTRA GROUP(4 Students)DefenderPRO GROUP(4 Students)Teacher(Moderator)Generated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.4) The teacher asked the students to divide the duty in every group.The duties of every group are the speaker, the material manager,and summarizer. All of students should be active in debate. Everystudent should give an argument.5) The teacher gives several times to the students for develop theirarguments.The teacher asked them to discuss with their friend in a group.The students can make notes to ease them in presenting theirarguments.6) Debate is started.The students in every group do the debate. As facilitator, theteacher provides the material, controls the implementation of debateand gives the score to the students based on grammar, fluency,performance and diction.In the implementation of debate activity, there are some steps;the speaker of the contra group presents the argument, then the speakerof pro group also presents the contradiction of argument till conceivedthe debate situation between pro and contra groups. The defender ofpro and contra groups also give their argumentations. Sometimes themediator groups asked to give their opinion. Debate activity is doneGenerated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.like that until all of the students get the opportunity to present theiropinion.7) Debate is finishedWhen the debate is considered enough, the teacher finishes thedebate. The students sit down in their own chair. Then, the teacher andthe students conclude the topic or the material of debate together.Giving the comment about the problem that faced when debate isdone. After that, the teacher and the students formulate the bestargument that made by every groups.c. The Problems Faced by the Teacher and the Students in TeachingSpeaking using Debate.From the interview that the researcher conducted to the teacher, there

are some problems faced by the teacher in the teaching speaking. It occursin this school. The following are some problems faced by the teacher inteaching speaking using debate.1) The Problems Faced by the Teachera) Classroom ManagementRSBI class is different from the general class. RSBI class onlyconsists of 24 students but the students are very active in debateactivity. They are very noisy in the debate. Sometimes the students canGenerated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.emotional in debate. So, the teacher got difficulties to control all ofstudents’ activities in the presents of their argument. The teacher saidthat“Jumlah siswa kelas RSBI hanya 24 siswa per kelas, tetapimereka sangat aktif dalam kegiatan belajar mengajar. Halinilah yang membedakan dengan kelas regular. Bisadikatakan bahwa siswa kelas RSBI mempunyai kemampuanyang lebih jika dibandingkan dengan kelas regularkhususnya dalam mapel bahasa inggris” (Riyanto, March28th 2009)b) Limited TimeThe English schedule in RSBI class is 6 x 40 minutes in a week.In every meeting of the English subject is 2 x 40 minutes. The time isnot enough for teaching speaking especially for debate activity.Sometimes, the teacher feels difficult to manage the time, becausedebate activity need a long time in order to all of the students canpractice their speaking ability. The teacher said that“Jadwal pelajaran bahasa inggris dalam setiap pertemuanhanya 2 x 40 menit. Jadi dalam pengajaran speaking, waktusekian sangat terbatas. Apalagi dalam kegiatan debat,waktu 80 menit masih sangat kurang, hal ini dikarenakandalam kegiatan debat membutuhkan waktu yang cukup lamaagar semua siswa dapat berargument”. (Riyanto, March28th 2009)Generated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.c) Different Capability of the StudentsEvery student has different capability in receiving the materials.Some of them could learn the material and others learned it slowly.This situation would make the process of debate does not run well. Theteacher said that“Setiap siswa mempunyai daya tangkap materi dankemampuan berbicara yang berbeda, ada yang bagusadapula yang menegah kebawah. Jika siswa yang belummengerti benar tentang materi dan dia tidak mau bertanya,maka guru tidak akan tahu hal tersebut. Dan jika siswayang kemampuan berbicaranya pas-pasan dan mereka tidak

berani untuk mencoba akan semakin sulit”. (Riyanto,March 28th 2009)2) The Problems Faced by the StudentsThere are some problems faced by the students in learningspeaking, especially in the debate. Here, the writer presents the problemsfaced by the students in debate activity of RSBI class at SMPN 1 Boyolali.a) Grammar/StructureIt this case students have limited knowledge of grammar. Thelimited knowledge of grammar makes them arrange the sentencesambiguity.For example:I am agree because it can to add spirit in study and also givesupport me.Generated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.It should be:I agree because it can increase the spirit of my study and also givesupport to me.b) PronunciationThe problem which is often faced by the students is aboutpronunciation. They feel difficult to pronounce some words. themistake of pronunciation can make error of meaning and also makesthe sentences ambiguity.For example:Live show means pertunjukan langsung.There are some students that are still wrong pronounce the word “live”.There are students that pronounce this word [liv], [laif], and [liev].Only little students pronounce correctly, that is [laiv].c) FluencyFluency is also the problem that is often found. The students stillspeak slowly. Maybe it is caused the students still limited knowledge ofgrammar and also have limited vocabulary.Generated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.d) Limited VocabularyMost of students have a problem about limited vocabulary, so theyget difficulties how to say the word in English. They also have aproblem how to arrange the sentences in good order. Limitedvocabulary can make the students used mixed language. For examplewhen they do not know about the word in English, they will speak inIndonesian. So, they speak in Indonesian and English in one time.e) NervousnessIn this case, the students are often afraid to perform the debate. Ithappens to all beginner level. They feel that they cannot comprehendthe materials.The students are afraid or nervous if they are wrong in expressingtheir argument. They are afraid if they are asked to speak up and

express their opinion.Generated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.2. The Strengths and Weaknesses of the Implementation of DebateTechniqueFrom the observation of the debate implementation in teachingspeaking at RSBI class of SMP N 1 Boyolali, the writer is going to presentsome strengths and weaknesses dealing with the debate techniqueimplementation.a. The Strengths of Debate Technique ImplementationImplementation of debate technique in teaching speaking to the firstyear students of RSBI class at SMP N 1 Boyolali has a lot of strengths, asfollows:1) Debate as one of teaching techniques that makes the students interestedin the speaking teaching-learning process.The students are very active in debate activity. The students arealso very enthusiastic in debating. The student said that, ”debate is veryinteresting to used as an activity in the teachingspeaking,……”(Berlian, April 11th 2009).The writer have done interview:Interviewer : Fatimah Yuliani (FY)Interviewee : BerliantinaFY : “Hi, good morning, how are you?”B : “Good morning Miss, I’m fine, and you?”FY : “I’m fine too, Berlian.”I want to interview with you about speaking.B : “OK, miss.”Generated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.FY : “Do you like speaking?”B : “Yes, I like speaking”FY : “Do you like debate technique that is used byyour teacher?”B : “Yes, I do”FY : “Why do you like debate?”B : “Because debate is very interesting as an activityin teaching speaking, and the topic that isgiven by the teacher is very interesting to bedebated”FY : “OK, Berlian, thank you”B : “You are welcome, miss”2) It trains the students to cooperation well with other friend in a groupIn the debate activity, the students should be cooperative withother friends in a group. The students can share their opinion each otherand they can discuss together.3) It trains the students to give expression of their opinion or theirargument

The student said that “menurut saya, debat membuat kita lebihbersemangat dalam belajar dan tentunya melatih keberanian dalammenyampaikan pendapat atau argumen” (Nuhraga, April 11th 2009).The other opinion is stated by Putri (April 11th 2009), she states that“debat membuat siswa berani mengeluarkan pendapat sehingga bisamelatih mental kita”.Generated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.4) The students are not easily bored, and they enjoy in debate activityThe students are very enjoyable in debating. The debate activitydoes not make the students get bored, but they are very serious andenjoy with debating.5) The students are more ready to present the argument because all ofstudents get the opportunity to become speakerIn the debate activity, all of the students get the opportunity tobecome speaker. The students should be ready to present their opinion.They should be interaction with other groups.6) It improves the students’ speaking abilityThe students should be active in debating, so they are more readyto present their argument. The students can develop their Englishspeaking skill.The teacher said that, ”debat membuat siswa berusaha untukdapat berbicara bahasa Inggris dengan baik, untuk itu debat dapatmeningkatkan kemampuan atau ketrampilan berbicara siswa dalambahasa Inggris” (Riyanto, April 11th 2009)b. The Weaknesses of Debate Technique ImplementationGenerated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.Implementation of debate technique in teaching speaking to the firstyear students of RSBI class at SMP N 1 Boyolali has also weaknesses, asfollows:1) Debate is only used for certain subject especially in speaking subjectDebate cannot used in many subject. Debate is only used forcertain subject especially in speaking aspect.2) The implementation of debate needs long timesBased on the observation, the implementation of debate needslong times. Sometimes, schedule 2 x 40 minutes is not enough todebate activity. Because of limited time, the debating is not effective.3) Debate can make the students’ emotional in defending their argumentSometimes, the students are very emotion in expressing theirargument, moreover if they must defend their stand or opinion which isin contradiction with conviction themselves.4) Teacher gets difficulties in controlling the debate implementationThe teacher said that, “ketika debat berjalan sangat alot, sayasering merasa kesulitan dalam mengontrolnya. Apalagi ketika siswapada ngotot dan emosi dengan pendapat masing-masing” (Riyanto,April 11th 2009)

Generated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.B. Discussion of the FindingBased on the observation above, the writer discusses the finding on dimensionsthe implementation of debate technique in teaching speaking to the first year studentsof RSBI class at SMP N 1 Boyolali, and the strengths and weaknesses of debatetechnique implementation.1. The Implementation of Debate Technique in Teaching SpeakingThe writer discussed the implementation of debate technique in teachingspeaking to the first year students of RSBI class at SMP N 1 Boyolali. SMPNegeri 1 Boyolali is an international standardized school. This school has goodquality that is carried by multimedia facilities and classroom satisfied. Thisschool also uses bilingual in teaching learning process especially using Englishlanguage. Debate is implemented in teaching speaking RSBI. The teacher ofthe first year in SMP Negeri 1 Boyolali implements debate in the teachingspeaking. The teaching learning process aims to enable the students speak thetarget language. The implementation of debate technique includes theprocedure, the activities and the problem faced in using debate.Based on the observation, the teacher uses five procedures of teachingspeaking using debate technique. They are opening the class, explanation,consultation, practice, and closing the class. The writer concludes that theprocedures used in teaching speaking using debate can create the interactionbetween the teacher and the students. By using those procedures, the studentsGenerated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.do not feel bored and surfeited. They are more enjoyable in receiving thematerials of debate explained by the teacher. From the description above, theprocedures are effective in teaching speaking. That procedure of using debateused by the teacher can support the students’ learning.In the teaching speaking using debate, there are some activities. Thoseactivities are; (a) the teacher gives explanation about debate, (b) the teacherasked to the students to form some groups, (c) the teacher gave the topic ofdebate to the students, (d) the teacher asked the students to divide the duty inevery group, (e) the teacher gives at several times to the students fordeveloping their arguments, (f) debate is started, (g) the teacher gives score tothe students in the present of their argument, (h) debate is finished. From thoseactivities in teaching speaking using debate, the students do not feel bored. Thestudents are very interested in following the debate activity.In the implementation debate technique in teaching speaking, there aresome problems faced by the teacher and the students. The problems faced bythe teacher are classroom management, limited time, and different capability ofthe students. While, the problems faced by the students are grammar/structure,pronunciation, fluency, limited vocabulary, nervousness. The problems thatfaced by the teacher and the students should look for the problem solving.Generated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.2. The Strengths and Weaknesses of Debate Technique Implementation.

In the teaching learning process the strength and weaknesses are alwaysfound. Likewise in the using of active learning technique are also foundstrength and weaknesses. In debate technique implementation, there arestrengths and weaknesses. The strengths are; (a) Debate as one of teachingtechniques that makes the students interested in the speaking teaching-learningprocess, (b) it trains the students to cooperation well with other friend in agroup, (c) it trains the students to give expression their opinion or theirargument, (d) the students are not easy bored, and they are very enjoyable withdebate activity, (e) the students are more ready to present the argument becauseall of students get the opportunity to become speaker, (f) it improves thestudents’ speaking ability.The weaknesses of debate technique implementation are; (a) debate isonly used for certain subject especially in speaking subject, (b) theimplementation of debate needs long times, (c) debate can make the students’emotional in defend their argument, (d) the teacher gets difficulties in thecontrolling of debate implementation.The writer concludes that debate is an active learning technique thatmakes the students interested to follow the teaching-learning process. Debategives many benefits to the students in improving their speaking ability. Debatemakes the students active in teaching learning process. Debate is teachingGenerated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.strategy to improve verbal communication and critical thinking skill. Debate iseffective to be used as teaching speaking technique because it trains thestudents to cooperation well with other friend in a group and it also trains thestudents to give expression their opinion or their argument. Debate becomesnot effective because it needs long times and it also makes the students’emotional.Generated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.

CHAPTER VCONCLUSION AND SUGGESTIONIn this chapter, the writer draws the conclusion and proposes the suggestion asfollows:A. ConclusionAfter describing and analyzing the data, the writer draws someconclusions based on the result of observation of the implementation of debatein teaching speaking to first year students of RSBI class in SMP N 1 Boyolali asfollows:1. The teacher uses five procedures in the implementation of debate. Theyare opening the class, explanation, consultation, practice, and closing theclass.2. In the teaching speaking using debate the activities are;a. the teacher gives explanation about debateb. the teacher asked to the students to form some groupsc. the teacher gave the topic of debate to the students,d. the teacher asked the students to divide the duty in every group

e. the teacher gives any times to the students for develop their argumentsf. debate is startedg. the teacher give score to the students in the present their argumentGenerated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.h. debate is finished3. The problems faced by the teacher are classroom management, limitedtime, and different capability of the students.4. The problems faced by the students are grammar/structure, pronunciation,fluency, limited vocabulary, nervousness.5. The strengths of debate technique implementation, are:a. Debate as one of teaching techniques that makes the students interestedin the speaking teaching-learning process.b. It trains the students to cooperate well with other friends in a groupc. It trains the students to express their opinion or their argumentd. The students are not bored, but they are very enjoyable in debateactivitye. The students are more ready to present the argument because all ofstudents get the opportunity to become speakerf. It improves the students’ speaking ability6. The weaknesses of debate technique implementation, are:a. Debate is only used for certain subject especially in speaking subjectb. The implementation of debate needs long timesc. Debate can make the students control emotion in defending theirargumentd. Teacher get difficulties in control the debate implementationGenerated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.B. SuggestionHaving concluded about the implementation of debate technique inteaching speaking to the first year students of RSBI class at SMP N 1 Boyolali.The writer would like to propose some suggestions to the teacher and school asto the students.1. To the teacher and schoola. The teacher should motivate the students to be more active in usingEnglish everyday.b. The teacher should develop the creativity when the teacher conductsteaching-learning process.c. For the school, the school should increase the facilities of teachinglearningprocess. And the school is more increase the program of RSBIclass.2. To the studentsa. The students should practice using English everyday and everywhereas well as possible.b. The students should be more active in producing English in all skillespecially in speaking skill.c. The students should study more and enrich the vocabulary to increase

their knowledge by making a list of vocabulary and then they canmemorize those vocabularies.Generated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.

BIBLIOGRAPHY1. Chancy, AL and T.L, Burk. 1998. Teaching Oral Communication in GradesK-8. Boston: Allyn & Bacon.2. Depdiknas, Kurikulum 2004, Mata Pelajaran Bahasa Inggris. Jakarta, 20043. Fauziati, Endang. 2002. Teaching of English as Foreign Language (TEFL).Surakarta: Muhammadiyah University Press.4. Feminawaty, Dyah. 2007. The Implementation of Communicative LanguageTeaching in Teaching Speaking at The First Year of SMP N 1 Suruh.Unpublished Research Paper. Surakarta: UMS5. Hornby. 1995. Advance Learner’s Dictionary. New York: OxfordDictionary Press6. Margono. 2000. Metodologi Penelitian Kualitatif. Bandung: RemajaRosdakarya.7. Maryadi. 2008. Paradigma Pembelajaran dan Strategi Pembelajaran Aktif.Surakarta: FKIP UMS8. Moleong, Lexy J. 2000. Metode Penelitian Kualitatif. Bandung: remajaKarya9. Rombepajung, JP. 1988. Pengajaran dan Pembelajaran Bahasa Asing,Sebuah Kumpulan Artikel. Jakarta: Departemen Pendidikan danKebudayaan.10. Sudrajat, Ahmad. 2008. Pengertian Pendekatan, Strategi, Metode, Teknik,Taktik dan Model Pembelajaran. Retived from:Http://smacepiring.wordpress.com/11. Sugianto, Eko. 2008. Improving Students’ Speaking Ability in ExpressingAgreement and Disagreement Act by Using Question and AnswerTechnique in SDN 02 Growong Kidul Juwana-Pati. UnpublishedResearch Paper. Surakarta: UMS12. Surakhmad, Winarno. 1990. Pengantar Interaksi Mengajar Belajar.Bandung: Penerbit TransitoGenerated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.

VIRTUAL REFERENCEShttp:// edu_media.org/sbi.php, Accessed on September 30th, 2008.http://education.vic.gov.au/studentlearning/teachingresources/english/literacy/strategies/tsvels3speak.htm. Accessed on September 30th, 2008.http://en.wikipedia.org/wiki/debate, Accessed on September 30th, 2008.http://www.google.co.id/Sbi, Accessed on September30th, 2008.http://www.clubguru.com/, Accessed on April 19th, 2009Generated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.Generated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.

APPENDIX 1

Interview with the StudentsPlace : SMP N 1 BoyolaliClassroom of VII F-RSBITime: on Saturday, April 11th 2009a) Interviewer : Fatimah Yuliani (FY)Interviewee : BerliantinaINTERVIEW SCRIPTFY : “Hi, good morning, how are you?”B : “Good morning Miss, I’m fine, and you?”FY : “I’m fine too, Berlian.”I want to interview with you about speaking.B : “OK, miss.”FY : “Do you like speaking?”B : “Yes, I like speaking”FY : “Do you like debate technique that is used by your teacher?”B : “Yes, I do”FY : “Why do you like debate?”B : “Because debate is very interesting as an activity in teachingspeaking, and the topic that is given by the teacher is veryinteresting to be debated”FY : “OK, Berlian, thank you”B : “You are welcome, miss”Generated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.Place : SMP N 1 BoyolaliClassroom of VII F-RSBITime: on Saturday, April 11th 2009b) Interviewer : Fatimah Yuliani (FY)Interviewee : Maulia Kalpika Putri (MKP)INTERVIEW SCRIPTFY : “Hi, good morning, what is your name?”MKP : “Good morning Miss, my name is Maulia Kalpika Putri”FY : “Putri. Bolehkah saya ngobrol dengan kamu tentang pelajaranspeaking inggris”MKP : “Tentu saja, miss.”FY : “Putri, apa kamu suka dengan teknik debat yang digunakanguru kamu dalam pembelajaran speaking?MKP : “Iya miss, saya suka”FY : “Apa alasan kamu?”MKP : “Debat membuat siswa berani mengeluarkan pendapatsehingga bisa melatih mental kita”FY : “Sudah lamakah aktivitas debat digunakan dalam pembelajaranspeaking?”MKP : “Belum miss, debat baru diberikan pada awal semester 2.Biasanya pak guru memberikannya setiap 2 minggu miss”FY : “Kemudian, adakah kesulitan yang kamu temui dalampembelajaran speaking, khususnya dalam debat?”

Generated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.SAN : “Banyak miss, kesulitan saya antara lain grogi,terus grammarnya sama vocabnya masih terbatasmiss”FY : “OK, terima kasihPutri. Lebih banyak berlatih lagi aja yah?”Semoga sukses selaluSAN : “Iya miss, sama-sama. Terima kasih kembali miss.”Place : SMP N 1 BoyolaliClassroom of VII F-RSBITime: on Saturday, April 11th 2009c) Interviewer : Fatimah Yuliani (FY)Interviewee : Satria Arif Nugraha (SAN)INTERVIEW SCRIPTFY : “Hi, good morning, how do you feel today?”SAN : “Good morning Miss, I’m wonderfull”FY : “I want to interview with you about debateactivity.”SAN : “OK, miss. But, I think we are sharing with Indonesian is bettermiss”FY : “No problem, Nugraha.Apa kamu suka dengan teknik debat yang digunakan gurukamu dalam pembelajaran speaking?SAN : “Iya miss, saya suka”FY : “Apa alasan kamu?”Generated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.SAN : menurut saya, debat membuat kita lebih bersemangat dalambelajar dan tentunya melatih keberanian dalam menyampaikanpendapat atau argumen”FY : “Apa kesulitan kamu dalam pembelajaran speaking, khususnyadalam debat?”SAN : “Banyak miss, kesulitan saya antara lain grammar,proununciation dan fluency”FY : “OK, terima kasih Nugraha. Lebih banyak berlatih lagi ajayah?”SAN : “Iya miss, terima kasih kembali.”Place : SMP N 1 BoyolaliClassroom of VII F-RSBITime: on Saturday, April 11th 2009d) Interviewer : Fatimah Yuliani (FY)Interviewee : Adya Resti Gestani (ARG)INTERVIEW SCRIPTFY : “Hi, good morning, what is your name?ARG : “Good morning Miss, My name is Adya.”FY : ”Adya, how are you today?”ARG : “I’m fine, and you miss?”

FY : “I’m fine too.”OK, I want to interview with you about speaking.ARG : “OK, miss.”FY : “Do you like speaking?”Generated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.ARG : “Yes, I like speaking”FY : “Do you like debate technique that is used by your teacher?”ARG : “Yes, I do”FY : “Why do you like debate?”ARG : “Because debate is very interesting. I am not easily bored indebate but I very enjoy”FY : “Any problems in debate? ”ARG : “Sometimes, the students are emotion when defending theiropinion”FY : “OK, I think enough. Thank you Adya?”ARG : “OK, Miss. You’re welcome”Generated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.

APPENDIX 2Interview with the English TeacherPlace : Teacher Office of SMPN 1 BoyolaliTime : on Saturday, March 28th 2009Interviewer : Fatimah Yuliani (FY)Interviewee : Mr. Riyanto (R)Topic : Teaching Speaking using debateINTERVIEW SCRIPTFY : “Selamat siang pak, boleh mengganggu waktunya sebentar? Saya maungobrol tentang debat dalam pembelajaran speaking yang bapak terapkan.”R : “Oya, selamat pagi mbak fatim. Tentu saja boleh, silakan!”FY : “Sebelumnya terima kasih pak. Langsung saja pak, secara umumkemampuan siswa kelas RSBI itu bagaimana sih pak?”R : “Anak RSBI merupakan siswa pilihan. Jadi sebagian besar anak-anaknyasangat aktif, dan kebanyakan kemampuan dalam berbicara bahasa inggrissudah cukup lumayan disbanding kelas reguler”FY :”Mengapa dalam pembelajaran speaking, Bapak menggunakan teknikdebat? Bukankah debat masih terlalu dini diberikan pada anak SMP kelsVII pak? Apa memang ini sesuai dengan silabus?”R : “Sebenarnya dalam silabus tidak ada, namun guru diperbolehkanmengembangkan teknik sendiri agar siswa dapat aktif dalam kegiatanbelajar mengajar. Untuk kelas RSBI debat cukup bisa diterima oleh siswa,hal ini dikarenakan kemampuan siswa yang cukup baik”FY : “Sejak kapan Bapak menerapkan teknik debat dalam speaking?”R : “Tahun kemarin sudah saya terapkan. Debat saya pakai ketika semestergenap”Generated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.

FY : “Masalah apa yang Bapak temui ketika menerapkan debat sebagai teknikpembelajaran?”R : “Masalah yang saya temui antara lain manajemen kelas, terbatasnya waktu,dan kemampuan siswa yang berbeda-beda”FY : “Dalam classroom management, masalah seperti apa yang bapak maksud?”R : “Jumlah siswa kelas RSBI hanya 24 siswa per kelas, tetapi mereka sangataktif dalam kegiatan belajar mengajar. Hal inilah yang membedakandengan kelas regular. Bisa dikatakan bahwa siswa kelas RSBI mempunyaikemampuan yang lebih jika dibandingkan dengan kelas regular khususnyadalam mapel bahasa inggris sehingga dalam mengontrol managemen kelasterdapat kesulitan.”FY : “Kemudian dalam limited times, masalah seperti apa yang Bapak maksud?”R : “Jadwal pelajaran bahasa inggris dalam setiap pertemuan hanya 2 x 40menit. Jadi dalam pengajaran speaking, waktu sekian sangat terbatas.Apalagi dalam kegiatan debat, waktu 80 menit masih sangat kurang, hal inidikarenakan dalam kegiatan debat membutuhkan waktu yang cukup lamaagar semua siswa dapat berargument”.FY : “Kemudian untuk yang perbedaan kemampuan siswa seperti apa pak?”R : “Setiap siswa mempunyai daya tangkap materi dan kemampuan berbicarayang berbeda, ada yang bagus adapula yang menegah kebawah. Jika siswayang belum mengerti benar tentang materi dan dia tidak mau bertanya,maka guru tidak akan tahu hal tersebut. Dan jika siswa yang kemampuanberbicaranya pas-pasan dan mereka tidak berani untuk mencoba akansemakin sulit”.FY : “Kalau kesulitanm atau masalaah yang terdapat pada siswa itu sendiribiasanya apa Pak?”R : “Banyak mbak, biasanya Grammar tu yang paling sering menjadi masalah.Yang lainnya pronunciation, fluency, limited vocab dan nerves”Generated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.FY : “Menurut Bapak apa kelebihan dan kekurangan teknik debat itu?”R : “Kelebihannya sebenarnya banyak. Kalu menurut sya pribadi, debat dapatmenarik siswa untuk aktif dalam proses kegiatan belajar mengajar. selainitu, dapat melatih siswa untuk saling bekerja sama dalam satu kelompokdan melatih untuk berargumen sehingga dapat meningkatkan kemampuanmereka. Sedangkan kelemahannya Debat membutuhkan banyak waktu,siswa biasanya sering emosi ketika berdebat, dan yang paling sulit ketikamengontrol jalannya debat karena ketika debat berjalan sangat alot, sayasering merasa kesulitan dalam mengontrolnya. Apalagi ketika siswa padangotot dan emosi dengan pendapat masing-masing.”FY : “Oh, begitu ya Pak. Kalau begitu, mungkin ini dulu Pak. Lain kali jika adayang masih saya butuhkan saya menemui Bapak lagi. Terima Kasih Pak”R : “Iya mbak, sama-sama.”Generated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.DAFTAR SISWA KELAS VIIF-RSBITAHUN PELAJARAN 2008 / 2009

SMP NEGERI 1 BOYOLALIWali Kelas : Sri Wulandari, S.Pd.No. Students’ Number Name1 12187 Adi Cahyo Pangestu Jati2 12188 Adya Resti Gestiani3 12189 Amalia Nurina Putri4 12190 Berliantina Dianita P5 12191 Birowo Adi Prabanto6 12192 Diandini Etika Permata S7 12193 Dyah Ayu Dina A8 12194 Herdhyanto Putro9 12195 Ibrahim Sinay10 12196 Kahfi Ikradesi11 12197 Maulia Kalpika Putri12 12198 Muhammad Fahmi13 12199 Nur Fitria Dias Prismawati14 12200 Renanda Adi Nugraha15 12201 Restu Fajar Nurhayati16 12202 Reymon Agra Medika17 12203 Reza Aria Sadewa18 12204 Rian Faishal Arkhan19 12205 Rifazan Cahya Utama P20 12206 Rima Dharmastuti21 12207 Satria Arif Nugraha22 12208 Windi Astuti23 12209 Yoffi Indityana Sari24 12210 Zaqqi Ayu SulistyaningsihGenerated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.

Copy of Students Score in Debate ActivityTeacher : Riyanto, S.Pd.Debate activity, on Saturday April 11th 2009No. Students’Number Name Grammar Fluency PerformanceDiction Average1 12187 Adi Cahyo Pangestu Jati 65 60 70 652 12188 Adya Resti Gestiani 85 75 80 803 12189 Amalia Nurina Putri 80 80 80 754 12190 Berliantina Dianita P 75 75 75 755 12191 Birowo Adi Prabanto 60 65 65 706 12192 Diandini Etika Permata S 85 85 80 757 12193 Dyah Ayu Dina A 80 85 80 808 12194 Herdhyanto Putro 70 70 70 709 12195 Ibrahim Sinay 75 70 70 7010 12196 Kahfi Ikradesi 75 80 75 8011 12197 Maulia Kalpika Putri 80 80 80 7512 12198 Muhammad Fahmi 70 75 70 70

13 12199 Nur Fitria Dias Prismawati 70 80 80 7014 12200 Renanda Adi Nugraha 75 75 75 7015 12201 Restu Fajar Nurhayati 70 70 70 7016 12202 Reymon Agra Medika 75 80 75 7017 12203 Reza Aria Sadewa 80 80 80 8018 12204 Rian Faishal Arkhan 80 85 85 8019 12205 Rifazan Cahya Utama P 75 80 70 7020 12206 Rima Dharmastuti 80 75 70 7021 12207 Satria Arif Nugraha 65 70 70 6522 12208 Windi Astuti 70 70 75 7023 12209 Yoffi Indityana Sari 85 75 75 8024 12210 Zaqqi Ayu Sulistyaningsih 80 75 70 75Generated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.UNIVERSITAS MUHAMMADIYAH SURAKARTAFAKULTAS KEGURUAN DAN ILMU PENDIDIKANJl. A. Yani Tromol Pos I – Pabelan, Kartasura Telp.(0271)717417 Fax : 715448 Surakarta 57102

BERITA ACARA BIMBINGAN SKRIPSIPada hari ini: Sabtu Tanggal: 15 November 2008, jam: 09.00 WIB. BerdasarkanSurat Keputusan Dekan Fakultas Keguruan dan Ilmu Pendidikan UniversitasMuhammadiyah Surakarta Perihal Penunjukan Dosen Pembimbing Utama danPembimbing Pembantu.1. Nama : Drs. Djoko Srijono, M.Hum.Pangkat/Pangkat/Gol : Lektor Kepala/ Pembina Utama Muda/ IV.CJabatan : Pembimbing Utama2. Nama : Mauly Halwat Hikmat, S.Pd., M.Hum.Pangkat/Pangkat/Gol : Lektor/ Penata/ III.CJabatan : Pembimbing PembantuDengan ini menyatakan bahwa mahasiswa tersebut ini sedang dalam prosespembimbingan skripsi.Nama : FATIMAH YULIANINIM/NIRM : A. 320 050 354Jurusan : Pendidikan Bahasa InggrisJudul : THE IMPLEMENTATION OF DEBATE INTEACHING SPEAKING TO THE FIRST YEARSTUDENTS OF RSBI (RINTISAN SEKOLAHBERTARAF INTERNASIONAL) CLASS ATSMP NEGERI 1 BOYOLALINO TAHAPAN TANGGAL KETERANGAN1. Penunjukan Dosen Pembimbing 15 November 2008 Lancar2. Proposal 1 Maret 2009 Lancar3. Rencana Penelitian 23 Maret 2009 Lancar4. Kerangka Penelitian 24 Maret 2009 Lancar5. Pengumpulan Data 1 April 2009 Lancar6. Analisa Data 13 April 2009 Lancar7. Penyusunan / Penulisan Skripsi 20 April 2009 LancarGenerated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.

Demikian Berita Acara Skripsi ini dibuat untuk diketahui dan dipergunakanseperlunya oleh pihak yang berkepentingan.Surakarta, Juni 2009Pembimbing Pembantu Pembimbing UtamaMauly Halwat H, S.Pd., M.Hum Drs. Djoko Srijono, M.HumNIK.727 NIP.131474078Mengetahuia.n DekanKetua Jurusan Pendidikan Bahasa InggrisKoesoemo Ratih, S.Pd., M.Hum.NIK. 765Generated by Foxit PDF Creator © Foxit Softwarehttp://www.foxitsoftware.com For evaluation only.