IN THE ACADEMIC YEAR 2013/2014
By :
AriefTristian
11.1.01.08.0026
ENGLISH EDUCATION DEPARTMENT
FACULTY OF
TEACHER
TRAINING EDUCATION
UNIVERSITY OF NUSANTARA PGRI KEDIRI
2013
CHAPTER I
INTRODUCTION
The
introduction explains about the background of the study that contains the
writer’s reason to choose the title, statements of the problem, purpose of the
study, significance of the study, limitation of the study, and definition of
the key terms, and organization of the study.
A.
Background of the Study
English is
the most important language in the world. It is one of the International languages.
Therefore, it becomes a mean of communication among people in the world. So, it
is very important for us to learn English. If we use English correctly, we have
to learn the language itself (Linguistic Competence) and how to practice
English oral or written communication (Linguistic Performance). When we
practice English in communication, we have to know the knowledge of the
language. On the contrary, it is useless if we know the knowledge without
practicing in real communication.
As a foreign
language, English is learned seriously by many people to have a good prospect
at international community. Nowadays, English is an important language
inIndonesia. Because of the importance of English, it is taught in all of
formal school’s degrees, starting from elementary school up to universities.
English also taught in courses as an informal school.
In English
there are four skills which compose it. They are listening, speaking, reading,
and writing. Speaking, as one of the basic skills in English, is important in
order to use English actively. Communicative and whole language instructional
approaches promote integration of listening, speaking, reading, and writing in
ways that reflect natural language use. But opportunities for speaking and
listening require structure and planning to support language development. This
digest describes what speaking involves and what good speakers do in the
process of expressing themselves. In a conclusion, without speaking can be said
that, communication cannot be done optimally.
Speaking
seems intuitively the most important skill to master. The success is measured
in terms of the ability to carry out conversation in language speaking in an
interactive process of constructing meaning that involves producing, receiving,
and processing information. Speaking is very important because by mastering
speaking skill, people can carry out conversation with others, give the ideas,
and exchange the information. Hence, by speaking in the classroom, the learners
should work as much as possible on their own, talk the information to another
directly and they do not use the teacher as a medium.
Another
definition was given by Hornby (1995: 318), speaking is making use of word in
an ordinary voice, uttering words, knowing and being able to use a language;
expressing oneself in words; making a speech. In short, speaking skill is the
ability to perform the linguistics knowledge in the actual communication. By
speaking with other, we are able to know what kinds of situation are in the
world. Speaking is an interactive process
of constructing meaning that involves producing and receiving and processing
information” (Brown, 1994; Burns & Joyce, 1997). Its form and meaning
are dependent on the context in which it occurs, including the participants
themselves, their collective experiences, the physical environment, and the
purposes for speaking. It is often spontaneous, open-ended, and
evolving. However, speech is not always unpredictable. Language
functions (or patterns) that tend to occur in certain discourse situations (e.g.,
declining an invitation or requesting time off from work), can be identified
and charted (Burns & Joyce, 1997). For example, when a person asks,
“May I help you?” the expected discourse sequence includes a statement of need,
response to the need, offer of appreciation, acknowledgement of the
appreciation, and a leave-taking exchange. Speaking requires that
learners not only know how to produce specific points of language such as
grammar, pronunciation, or vocabulary (linguistic competence), but also that
they understand when, why, and in what ways to produce language
(sociolinguistic competence). Finally, speech/speaking has its own
skills, structures, and conventions different from written language (Burns
& Joyce, 1997; Carter & McCarthy, 1995; Cohen, 1996).
In another
term, can be said that speaking is a key to communicate. By considering
what good speakers do, what speaking tasks can be used in class, and what
specific needs learners report, teachers can help learners improve their
speaking and overall oral competency.
Tarigan
(1990: 3-4) defines that speaking is a language skill that is developed in
child life, which is preceded by listening skill, and at that period speaking
skill is learned. It means that speaking is the basic language.
In teaching
speaking, speaking lessons can follow the usual pattern of preparation,
presentation, practice, evaluation, and extension. The teacher can use
the preparation step to establish a context for the speaking task (where, when
, why, and with whom it will occur) and to initiate awareness of the speaking
skill to be target (asking for clarification, stressing key words, using
reduced forms of words). In presentation, the teacher can provide
learners with a preproduction model that furthers learner comprehension and
helps them become more attentive observers of language use. Practice
involves learners in reproducing the targeted structure, usually in a
controlled or highly supported manner. Evaluation involves directing attention
to the skill being examined and asking learners to monitor and assess their own
progress. Finally, extension consists of activities that ask learners to
use the strategy or skill in a different context of authentic communicative
situation, or to integrate use of the new skill or strategy with previously
acquired ones (Brown, 1994; Burns & Joyce, 1997; Carter & McCarthy,
1995).
To learn
speaking English, the pupils use many kind of ways in order to master the
lesson. Various ways had been used as the method of teaching and learning
English to make it easier to be understood. Begun from the traditional way by
using traditional tools (book, chalks, blackboard or whiteboard) into the newer
and modern method by using the modern tools such as realia, real object, pictures,
music, etc. one of the modern method which is used in teaching speaking is
debate method. It is seen as an active learning process because students will
learn more through a process constructing and creating, working in a group and
also sharing the knowledge.
Generally,
debate or debating is a formal method of interactive and representational argument. Debate is
a broader form of argument than logical argument, which only
examines consistency from axiom, and
factual argument, which only examines what is or isn’t the case or rhetoric
which is a technique of persuasion. Though logical consistency, factual
accuracy and some degree of emotional appeal to the audience are important
elements of the art of persuasion, in debating, one side often prevails over
the other side by presenting a superior “context” and/or framework of the
issue, which is far more subtle and strategic. In other word, can be defined
that debate is an excellent activity for language learning because it engages
students in a variety of cognitive and linguistic ways.
It means
that, using debate in teaching is a strategy to improve verbal communication
and critical-thinking skills. Debate is presented as a valuable learning
activity for teaching critical thinking and improving communication skill.
Debating is an effective pedagogical strategy because of the level of
responsibility for learning and active involvement required by all students’
debaters (http://ncbi.nlm.nih.gov/pubmed/18173892, accessed
on June, 22 2011). “Debate can motivate students’ thinking, moreover if they
must defend their stand or opinion which is in contradiction with conviction
themselves” (Maryadi, 2008: 16)
B.
Statement of the Problems
Based on the background of the
research above, the writer’s research problems can be formulated in the
following question:
- Is there any effect of implementation debate in
teaching speaking toward the students’ speaking ability?
- What are the strengths and weakness of the
implementation of debate technique in teaching speaking?
C.
Purposes of the Study
This study examined about:
- To describe the effect of implementation debate
in teaching speaking toward the students’ speaking skill.
- To describe the strengths and weakness of
teaching speaking by using debate technique.
D.
Significance of the Study
- For English Teacher in general, particularly is
to see how far their success in teaching English. Besides, it may provide
them useful information in applying a better technique of teaching
variously.
- For the students, using this variant activity can
enhance their thinking widely, because they will be given a new method in
teaching speaking.
- For the writer, this “proposal” will
give awareness that giving variant in teaching learning is very important
in order to make the students not to be bored and can get good achievement
Besides those advantages, the writer
expects that the research can give some benefits both in theory and practice.
benefit:
- The finding of this research will enrich the
theory of students’ speaking mastery.
- The result of the research paper can be useful
input in teaching speaking using debate method.
- The writer and reader are hoped will get a large knowledge
about teaching speaking using debate method.
- It will give the information and knowledge about
the implementation of debate method in teaching speaking.
E.
Limitation of the Study
In this study, the writer will
examine the students who sit in eleventh year, IPA class of Sekolah Menengah
Atas Negeri 2 Nganjuk. The eleventh class consists of five classes; they are 4 classes of IPA, 4
classes of IPS, and a class of Language. The limitations of the study in this
research are:
- The subject of the study is limited to one of the
eleventh year IPA class, which contains 44 students.
- The object of this study is focused on teaching
speaking using debate method.
F.
Definition of the Key Term
- Implementation
: Implementation is the carrying out, execution, or practice of a plan, a
method, or any design for doing something. (SearchCRM.com Definitions)
- Debate
: Technique which involves two or more speakers, discussions certain
topics, give their point of view opinions, thoughts, and fact. Then giving
respond to relevant questions or comment from other in the class. (Mabrur,
2002: 5)
- Teaching
: Showing of helping someone to learn how to do something, giving
instruction, guiding in the study something, providing with knowledge,
causing to know or understand (Kasihani, 1993: 9)
- Speaking : Speaking is an interactive process of constructing meaning that involves producing and receiving and processing information.
CHAPTER II
REVIEW OF RELATED LITERATURE
The second
chapter of this “proposal” explains
about the concerned literatures with the “proposal”. This chapter talks about speaking,
teaching speaking, speaking proficiency measurements, English curriculum,
debate, and also the process of debate. Chapter II of the “proposal” gives the clear information about
the literature which are used.
2.1 Speaking
Speaking is
a very important part of second language learning. The ability to communicate
in a second language clearly and efficiently contributes to the success of the
learner in school and success later in every phase of life. Inside the
classroom, speaking and listening are the most often used skills (Brown,
1994). They are recognized as critical for functioning in an English
language context, both by teachers and by learners. These skills are also
logical instructional starting points when learners have low literacy levels
(in English or their native language) or limited formal education, or when they
come from language backgrounds with a non-Roman script or a predominantly oral
tradition.
2.1.1 Definition
of Speaking
Based on the
curriculum 2004 the students are intended to have the English ability in
listening, speaking, reading, and writing. Meanwhile Widdowsoon defines that
speaking is the physical embodiment of abstract system which involves the
manifestations either of the phonologically system or of the grammatical system
of the language or both. For example in “he speaks clearly” clarity or
distinctiveness of speech refers to the manner in which the phonetic system of
the language is manifested in “he speaks correctly” the meaning is what he says
conforms to the accepted reveals for sentences formation. According to
Mukminatien (1999: 4) Speaking ability is complicated because it covers various
language components (Grammar, vocabulary, pronunciation, etc). It refers
not only to the grammatical system of the language but lexical system.
In learning second language, one
will deal with linguistic and communicative competence; linguistic competence
is the mastery of the sound system and basic structural pattern of language. In
other words it is to know about language. In short, the writer can say that
communicative competence is to know how to use the language effectively in
conversional exchange.
2.1.2 Importance
of Speaking
In the real world, learning and speaking English is an important
step in settlement process, because it helps someone obtain better job, get
involved in communities, participate in events, vote with confidence and
express themselves.
Ibrahim Absiye says, communication
“opens the door for employment, integration, and education. Speaking English
can be the first step to clear, effective communication”. (www.cnmag.ca/issue-22/63-issue-22/513-importantce-of-speaking-english, accessed
on May 26, 2011)
Speaking
also becomes a ticket to employment. In around the world, people who speak
English well can be a main priority to get the job. InCanada, the studies which
held in 2001 and 2006 stated that the employment rate of immigrants increases
with their ability to speak English. Newcomers with stronger English speaking
skill, also more likely to find jobs related to their preferred fields.
In
conclusion, speaking is important for the persons who learn a language. The
most of people’s communication is by using spoken language, and it means, the
people have to speak in order to express their aims. Indirectly, speaking is
needed to smoothen the communication.
2.1.3 Speaking
Proficiency Measurements
To know the progress of the students
after doing the debate, their debate proficiency will be measured using Oller’s
speaking proficiency measurements.
Accent :
1)
Pronunciation frequently unintelligible
2) Frequent gross errors and very heavy accent make understanding difficult, require frequent repetition.
3)
Foreign accent requires concentrated listening and mispronunciations load to
occasional misunderstanding and apparent errors in grammar or vocabulary.
4)
Marked foreign account and occasional mispronunciation which do not interfere
with understanding
5) Non
conspicuous mispronunciations, but would not be taken for a native speaker.
6)
Native pronunciation with no trace of “foreign accent”
Grammar :
1)
Grammar almost entirely inaccurate except in stock phrases.
2)
Constant errors showing control of very few major patterns and frequently
preventing communication
3)
Frequent errors showing some major pattern uncontrolled and causing occasional
irritation and misunderstanding.
4)
Occasional errors showing imperfect control of some patterns but no weakness
that cause misunderstanding.
5) Few
errors, with no patterns of failure
6) No
more than two errors during the interview.
Vocabulary :
1)
Vocabulary inadequate for even the simplest conversation.
2) Vocabulary limited to
basic personal and survival areas (time, food, transportation, family, etc)
3)
Choice of words sometimes inaccurate, limitations, vocabulary prevent
discussion of some common professional and social topic.
4)
Professional vocabulary adequate to discuss special interest general vocabulary
permits discussion of any non technical subject with some circumlocution.
5)
Professional vocabulary broad and precise; general vocabulary adequate to cope
with complex practical problems and varied social situations.
6)
Vocabulary apparently as accurate and extensive as tat of an educated native
speaker.
Comprehension :
1)
Understands too little for the simplest type of conversation
2)
Understands only slow, very simple speech on common social and touristic
topics; requires constant repetition and rephrasing.
3)
Understands careful, somewhat simplified speech directed to him, with
considerable repetition and rephrasing
4)
Understands quite well normal educated speech directed to him, but requires
occasional repetition and rephrasing
5)
Understand everything in normal educated conversation except for very
colloquial or low frequency items, or exceptionally rapid or slurred speech.
6)
Understand in everything in both formal and colloquial speech to be expected of
an educated native speaker.
2.2 Teaching Speaking
In learning
a foreign language, speaking is very important. The goal of teaching a second
or foreign language is to gain the ability to communicate in the target
language (Mabrur, 2002: 8). Therefore the teacher should give the students’
opportunity to use the target language to communicate with others. The teacher
could use the speaking class to improve the students’ speaking ability. And it
can be an effective way for the teacher to know whether the students active in
class or not.
To make a
speaking class works and to improve the students’ ability in speaking skill is
not easy. Usually students do not say much in target language. And they only
listen to what the teacher says. Rivers (at Mabrur, 2002) states about three
factors why the students prefer to be silent in speaking class. The three
factors are:
1)
They have nothing to say.
2)
The teacher may have chosen the topic which is uncongenial to him or about
which he has nothing to express whether in native language or in foreign
language.
3)
They may be the conscious of their limitations in the foreign language and feel
that by expressing themselves open the ridicule.
2.2.1
Techniques of Teaching Speaking English
Fauziati
(2002: 6) describes that technique is classroom practice done by the teacher
when presenting a language program this is the way the classroom activities are
integrated into lessons and used as the basis for teaching learning.
The techniques which are used by the
teacher to teach speaking can be explained bellow:
2.2.1.1 Discussions
After a content-based lesson, a discussion can be held for various reasons.
The students may aim to arrive at a conclusion, share ideas about an event, or
find solutions in their discussion groups. Before the discussion, it is
essential that the purpose of the discussion activity is set by the teacher. In
this way, the discussion’s points are relevant to this purpose, so that
students do not spend their time chatting with each other about irrelevant
things. For example, students can become involved in agree/disagree
discussions. In this type of discussions, the teacher can form groups of
students, preferably 4 or 5 in each group, and provide controversial sentences
like “people learn best when they read vs. people learn best when they travel”.
Then each group works on their topic for a given time period, and presents
their opinions to the class. It is essential that the speaking should be
equally divided among group members. At the end, the class decides on the
winning group who defended the idea in the best way. This activity fosters
critical thinking and quick decision making, and students learn how to express
and justify themselves in polite ways while disagreeing with the others. For
efficient group discussions, it is always better not to form large groups,
because quiet students may avoid contributing in large groups. The group
members can be either assigned by the teacher or the students may determine it
by themselves, but groups should be rearranged in every discussion activity so
that students can work with various people and learn to be open to different
ideas. Lastly, in class or group discussions, whatever the aim is, the students
should always be encouraged to ask questions, paraphrase ideas, express
support, check for clarification. 2.2.1.2
Information Gap
In this
activity, students are supposed to work in pairs. One student will have the
information that other partner does not have and the partners will share their
information. Information gap activities serve many purposes such as solving a
problem or collecting information. Also, each partner plays an important
role because the task cannot be completed if the partners do not provide the
information the others need. These activities are effective because everybody
has the opportunity to talk extensively in the target language.
2.2.1.3 Story telling
Students can
briefly summarize a tale or story they heard from somebody beforehand, or they
may create their own stories to tell their classmates. Story telling fosters
creative thinking. It also helps students express ideas in the format of
beginning, development, and ending, including the characters and setting a
story has to have. Students also can tell riddles or jokes. For instance, at
the very beginning of each class session, the teacher may call a few students
to tell short riddles or jokes as an opening. In this way, not only will the
teacher address students’ speaking ability, but also get the attention of the
class.
2.2.1.4 Games
There are
some games which can be used to teach speaking. One of them is teaching
speaking by using card games (playing cards). In this game, students
should form four groups. Each suit (card) will represent a topic. For instance:
- Diamonds:
Earning money
- Hearts: Love and relationships
- Spades: An unforgettable memory
- Clubs: Best teacher
Each student in a group will choose
a card. Then, each student will write 4-5 questions about that topic to ask the
other people in the group.
For example, If the topic “Diamonds:
Earning Money” is selected, here are some possible questions:
- Is money important in your life? Why?
- What is the easiest way of earning money?
- What do you think about lottery? Etc.
However, the teacher should state at
the very beginning of the activity that students are not allowed to prepare
yes-no questions, because by saying yes or no students get little practice in
spoken language production. Rather, students ask open-ended questions to
each other so that they reply in complete sentences.
2.2.1.5 Interviews
Students can
conduct interviews on selected topics with various people. It is a good idea
that the teacher provides a rubric to students so that they know what type of
questions they can ask or what path to follow, but students should prepare
their own interview questions. Conducting interviews with people gives students
a chance to practice their speaking ability not only in class but also outside
and helps them becoming socialized. After interviews, each student can present
his or her study to the class. Moreover, students can interview each other and
“introduce” his or her partner to the class.
2.2.1.6 Dialogue
Dialogue is
one of the media in teaching speaking. It helps the students practice in
speech, pronunciation, intonation, stress. The primary objective of using
dialogue is developing student’s competence (pronunciation, intonation, stress)
in teaching speaking like native speaker. Therefore, in teaching learning uses
dialogue (short and long the students are motivated by the teachers question to
reason rather than to recollect. Dialogues is two sides communication, it means
we just no have to express something but we should have to understand what another
peoples said (Podo and Sulaiman, 1995: 25).
2.2.1.7 Role Play and Simulation
One other way of getting students to
speak is role-playing. Students pretend they are in various social contexts and
have a variety of social roles. In role-play activities, the teacher gives
information to the learners such as who they are and what they think or feel.
Thus, the teacher can tell the student that “You are David, you go to the
doctor and tell him what happened last night, and…” (Harmer, 1984). While
simulation is very similar to role-play but here students can bring items to
the class to create a realistic environment. For instance, if a student is
acting as a singer, he or she can bring a microphone to sing and so on. Role
plays and simulations have many advantages. First, since they are entertaining,
they motivate the students. Second, as Harmer (1984) suggests, they increase
the self-confidence of hesitant students, because in role play and simulation
activities, they will have a different role and do not have to speak for
themselves, which means they do not have to take the same responsibility.
2.2.1.8 Story Completion
This is a
very enjoyable, whole-class, free-speaking activity for which students sits in
a circle. For this activity, a teacher starts to tell a story, but after a few
sentences he or she stops narrating. Then, each student starts to narrate from
the point where the previous one stopped. Each student is supposed to add from
four to ten sentences. Students can add new characters, events, descriptions
and so on.
2.2.1.9 Reporting
Before
coming to class, students are asked to read a newspaper or magazine and, in
class, they report to their friends what they find as the most interesting
news. Students can also talk about whether they have experienced anything worth
telling their friends in their daily lives before class.
2.2.1.10 Using Debate Technique
Teaching
speaking can be done throughout debate method. Debate can be implemented as the
alternative way to teach speaking. Debate is different from other techniques.
In debate, the students are given some topics to be discussed. one or two
students of them presents their opinions and facts concerning the topics. The
next step, he gives response to the questions and comments from his friends in
class. The debate might be a good technique to teach speaking, but without a
good and interesting topic, it will be useless. Therefore, the English teacher
must be selective in choosing the topic. “In selecting the topic, the first
thing to consider is that it should be “light” and interesting. Second it
should be able to trigger and individual to say something.” (Mabrur, 2002: 3)
2.3 English in Indonesia Curriculum
Dubin (1992)
in Fauziati (2004: 51) states that curriculum contains a broad description of
general goals by indicating an overall educational cultural philosophy which
applies across subjects together with a theoretical orientation to language and
language learning with respect to the subject matter at hand. Thus, Nunan
(1988:158) defines curriculum is the principles and procedures for planning,
implementation, evaluation, and management of an educational program.
In addition,
can be said that “curriculum is an educational program which states the
educational purpose of the program (goal), the content (language teaching
method), teaching-learning process (teaching procedures and learning
experiences), and means of assessment (evaluation)”. (Widiastuti, Rini, 2007:
29)
There are
several English curriculums; there was the 1954 curriculum, the 1968
curriculum, the 1975 curriculum, the 1984 curriculum, 1994 curriculum as the
sources for English 2004 curriculum, 2006 curriculum which familiar with us
with another name, that KTSP curriculum.
In the Basic
Course Outline (GBPP 2004), it is stated that English is understood as a tool
or instrument for expressing meanings, ideas, thoughts, opinion and feeling,
according to language roles and patterns commonly observed and practiced by the
native speakers of the language in speaking. Based on the concept and function
of English as stated in the Supplement of curriculum 2004, the teaching of
English at Junior and senior high school, aims to the four language skills:
Reading, Listening, Speaking, and Writing in understanding and producing oral
and written test, functional text, monolog and essay about Procedure,
Descriptive, Recount, Narrative, Report, News Item, Analytical Exposition,
Hortatory Exposition, Spoof, Explanation, Discussion, Review, and Public
Speaking.
The goal in reforming the curriculum
is to increase the quality of education. The standards that should be achieved
is that the graduate students who have the capabilities, knowledge and manners
that can be useful for the next, either when they apply for a job or when they
want to continue to their higher school.
The National
development in the field of Education is an effort to develop Indonesian
generation to be intelligent and to increase the quality of the Indonesian
community. In conducting the National Education, the government has to concern
with the development of science, technology and culture.
2.4 Debate
Debate or
debating is a formal method of interactive and representational argument. Debate is
a broader form of argument than logical argument, which only
examines consistency from axiom, and
factual argument, which only examines what is or isn’t the case or rhetoric
which is a technique of persuasion. Though logical consistency, factual
accuracy and some degree of emotional appeal to the audience are important
elements of the art of persuasion, in debating, one side often prevails over
the other side by presenting a superior “context” and/or framework of the
issue, which is far more subtle and strategic.
In a formal
debating contest, there are rules for people to discuss and decide on
differences, within a framework defining how they will interact. Informal
debate is a common occurrence, the quality and depth of a debate improves with
knowledge and skill of its participants as debaters. Deliberative bodies such as
parliaments, legislative assemblies, and meetings of all sorts engage in debates. The
outcome of a debate may be decided by audience vote, by judges, or by some
combination of the two. Although this implies that facts are based on
consensus, which is not factual. Formal debates between candidates for elected
office, such as the leaders’ debates and the U.S. presidential election debates, are common
in democracies.
The major
goal of the study of debate as a method which had been held are to develop
one’s ability to play from either position with equal ease. To inexperienced
debaters, some propositions appear easier to defend or to destroy; to
experienced debaters, any proposition can be defended or destroyed after the
same amount of preparation time, usually quite short. Lawyers argue
forcefully on behalf of their client, even if
the facts appear against them. However one large misconception about debate is
that it is all about strong beliefs; it is not.
2.4.1 Forms of Debate
There are
many kinds of debate which used in the world. All forms of debate, whether
consciously or not, make certain assumptions about argumentation theory. The core concept of argumentation
theory is the notion of advocacy. In most
cases, at least one side in a debate needs to maintain the truth of some
proposition or advocate some sort of personal or political change or action. A
debate could also potentially be between two or more competing propositions or
actions. Or debate also could be a purely performative exercise of charisma and
emotion with no assumption of fixed advocacy, but it would possibly lose much
of its coherence.
The kind of debate which familiar in
the world can be explained bellow:
2.4.1.1
Parliamentary (Parli Debate)
Parliamentary
Debate (sometimes referred to as “parli” in the United States) is conducted
under rules derived from British parliamentary procedure. It features the competition of
individuals in a multi-person setting. It borrows terms such as “government”
and “opposition” from the British parliament (although the term “proposition”
is sometimes used rather than “government” when debating in theUnited Kingdom).
Throughout
the world, parliamentary debate is what most countries know as “debating”, and
is the primary style practiced in the United Kingdom, Australia, India, Greece and most
other nations. The premier event in the world of parliamentary debate, the World Universities Debating Championship, is
conducted in the British Parliamentary style.
Even within
the United Kingdom, however, ‘British Parliamentary’ style is not used
exclusively; the English-Speaking Union runs the national championships for
schools in a unique format, known as the ‘Mace’ format after the name of the
competition, while simultaneously using British Parliamentary format for the
national universities championships.
In the United States the American Parliamentary Debate Association is the
oldest national parliamentary debating organization, based on the east coast and
including all of the Ivy League, although
the more recently founded National Parliamentary Debate Association (NPDA) is now the
largest collegiate sponsor. The National Parliamentary Debate
League (NPDL) is the umbrella organization for
all parliamentary debating at the secondary school level in the United States.
And in Canada, the Canadian Universities Society for Intercollegiate
Debating (CUSID) is the umbrella organization for
all university-level debating; at the secondary school level, the Canadian
Student Debating Federation (CSDF) has the same function.
Topics in
parliamentary debate can either be set by the tournament or determined by the
debaters as the “Government” side begins. For example, if the topic was “This
House Would Bomb Cultural Sites”, the Government could define it in any way
which it feels suitable, for example, only during wartime, and excluding
religious cultural sites. The Government must be sure the definition does not
give them an unfair advantage, and the Opposition may dispute the definition if
it feels it violates fair play. In many forms of the activity rhetoric and
style, as well as the more traditional knowledge and research, can play a
significant role in determining the victor with marks shared equally between
matter and manner. It has been widely labeled as the most democratic form of
debate.
2.4.1.2 Mace Debate
This style
of debate is prominent in Britain at schools
level. Two teams of two debate an affirmative motion (e.g. “This house would
give prisoners the right
to vote,”) which
one team will propose and the other will oppose. Each speaker will make a seven
minute speech in the order; 1st Proposition, 1st Opposition, 2nd Proposition,
2nd Opposition. After the first minute of each speech, members of the opposing team may request
a ‘point of information’ (POI). If the speaker accepts they are permitted to
ask a question. POI’s are used to pull the speaker up on a weak point, or to
argue against something the speaker has said. However after 6 minutes, no more
POI’s are permitted. After all four have spoken the debate will be opened to
the floor, in which members of the audience will put
questions to the teams. After the floor debate, one speaker from each team (traditionally the first
speaker), will speak for 4 minutes. In these summary speeches it
is typical for the speaker to answer the questions posed by the floor, answer
any questions the opposition may have put forward, before summarizing his or
her own key points. In the
Mace format, emphasis is typically on analytical skills, entertainment, style and
strength of argument. The
winning team will typically have excelled in all of these areas.
2.4.1.3 Public Debate
The
International Public Debate Association (IPDA), inaugurated on February 15,
1997 at St. Mary’s University (Texas) in San Antonio, Texas, is a national
debate league currently active in the states of Arkansas, Louisiana, Kansas,
Alabama, Texas, Mississippi, Tennessee, Washington, Oregon, Idaho, Florida, and
Oklahoma. Among universities, IPDA is the fastest growing debate association
within theUnited States. Although evidence is used, the central focus of IPDA
is to promote a debate format that emphasizes public speaking and real-world
persuasion skills over the predominate use of evidence and speed. To further
this goal, IPDA predominantly uses lay judges in order to encourage an
audience-centered debate style. Furthermore, although the main goal of the
debater is to persuade the judge, IPDA also awards the best speakers within
each tournament.
IPDA offers both team debates where
two teams of two debate and individual debate. In both team and individual
debate a list of topics are given to the two sides thirty minutes before the
start of the round. A striking negotiation ensues to pick a topic. The sides,
one affirming the resolution and one negating the resolution, then prepare an
opening speech, a cross-examination of the other side, and closing remarks for
the round.
While most member programs the
International Public Debate Association are associated with colleges or
universities, participation in IPDA tournaments is open to anyone whose
education level is equivalent to seventh-grade or higher.
2.4.1.4 Australasia Debate
Australasiastyle debates consist of
two teams who debate over an issue, more commonly called a topic or
proposition. The issue, by convention, is presented in the form of an
affirmative statement beginning with “That”, for example, “That cats are better
than dogs,” or “This House”, for example, “This House would establish a world
government.” The subject of topics varies from region to region. Most topics
however, are usually region specific to facilitate interest by both the
participants and their audiences.
Each team has three members, each of
whom is named according to their team and speaking position within his/her
team. For instance the second speaker of the affirmative team to speak is
called the “Second Affirmative Speaker” or “Second Proposition Speaker”,
depending on the terminology used. Each of the speakers’ positions is based
around a specific role; the third speaker for example has the opportunity to
make a rebuttal towards the opposing teams argument introducing new evidence to
add to their position. The last speaker is called the “Team Advisor/Captain”.
Using this style, the debate is finished with a closing argument by each of the
first speakers from each team and new evidence may not be introduced. Each of
the six speakers (three affirmative and three negative) speak in succession to
each other beginning with the Affirmative Team. The speaking order is as
follows: First Affirmative, First Negative, Second Affirmative, Second
Negative, Third Affirmative, and finally Third Negative.
The context
in which the Australasia style of debate is used varies, but inAustraliaandNew
Zealandis mostly used at the Primary and Secondary school level, ranging from
small informal one-off intra-school debates to larger more formal inter-school
competitions with several rounds and finals series which occur over a year.
Australasia
debate form is familiar inIndonesia. Since 2004, this form was implemented in
the most debating contest in senior high school and also in universities. This
debate become popular and familiar with Indonesian people
becauseIndonesiapeople institutions, such as DPR (Indonesian People Council)
and MPR (Indonesian Parliament) using this form in their debate in 2004.
2.4.1.5 Presidential Debate
Since the 1976 general election, debates between presidential candidates have been a
part of U.S. presidential campaigns. Unlike debates sponsored at the high
school or collegiate level, the participants, format, and rules are not
independently defined. Nevertheless, in a campaign season heavily dominated by television advertisements, talk radio, sound bites, and spin, they still offer a rare opportunity for citizens to
see and hear the major candidates side-by-side. The format of the presidential
debates, though defined differently in every election, is typically more
restrictive than many traditional formats, forbidding participants to ask each
other questions and restricting discussion of particular topics to short time frames.
The presidential debates were
initially moderated in 1976, 1980, 1984 by the League of Women Voters, but The Commission on Presidential Debates (CPD) was
established in 1987 by the Republicans and Democrats to “ensure that debates,
as a permanent part of every general election, provide the best possible
information to viewers and listeners.” Its primary purpose is to sponsor and
produce debates for the United States presidential and vice presidential
candidates and to undertake research and educational activities relating to the
debates. The organization, which is a nonprofit, nonpartisan corporation,
sponsored all the presidential debates in 1988, 1992, 1996, 2000 and 2004.
However, in announcing its withdrawal from sponsoring the debates, the League
of Women Voters stated that it was withdrawing “because the demands of the two
campaign organizations would perpetrate a fraud on the American voter.” In
2004, the Citizens’ Debate Commission was formed
in the hope of establishing an independent sponsor for presidential debates,
with a more voter-centric role in the definition of the participants, format,
and rules.
The form of
debate was adopted and adapted by KPU (Indonesian General Election Commission)
in order to know the capability and ability the candidates of president. In
2009, three candidates of Indonesian president, Megawati Soekarnoputri, Susilo
Bambang Yudhoyono, and Muhammad Jusuf Kalla were debating to explain their
concept and mission if they became the president. This debate form is similar
with presidential debate form.
2.4.1.6 Online Debate
With the
increasing popularity and availability of the Internet, differing
opinions arise frequently. Though they are often expressed via flaming and other forms of argumentation,
which consist primarily of assertions, there do exist formalized debating
websites, typically in the form of online forums or bulletin boards. The debate
style is interesting, as research and well thought out points and counterpoints
are possible because of the obvious lack of time restraints (although practical
time restraints usually are in effect, e.g., no more than 5 days between posts,
etc.).Forums are Moderated and welcome online debaters in a friendly
format so all may speak their pros and cons. Many people use this to strengthen
their points, or drop their weaker opinions on things, many times for debate in
formal debates (such as the ones listed above) or for fun arguments with
friends. The ease-of-use and friendly environments make new debaters welcome to
share their opinions in many communities.
Also, while forums are interesting,
live video conference debating has taken a recent jump in popularity. The
leading website is http://worldforensicsnetwork.com which hosts
live debates in a video conference room with up to 6 live feeds. Most
competitive college programs participate on the website, and it will soon be
one of the standard forums that college debate teams use to compete in
parliamentary debate, NFA-LD, CEDA, and individual events.
2.4.1.7 Comedy Debate
With the
growing popularity of debate among the general public, comedy debates have
developed as a form of entertainment with an often educational twist. While
comedy debates are not generally mainstream events, they have gained
significant popular support at occasions such as the Melbourne International Comedy Festival, and are
often popular fixtures among experienced debaters.
In
Indonesia, this debate form can be seen in some programs television station.
For example, this form was implemented in Democrazy, Republik Mimpi, Republik
BBM (Benar-Benar Mabuk), etc. They (the debaters) use the valid data
from certain problems, then they give the response about the problem. But, not
only serious debate which they made, but, they perceive the problems by using
words, sentences, or something that make the audiences laugh. In addition,
their perceives are not far from the “red line of the problem” which has been
given. Although the debate form is aimed for the entertainment, but, the
educational aspect also included in the form. This debate usually reflects the
problem which faced in daily life. The “language” which used can be defined as
a “satire” to the government or concerned person/institution.
2.4.2 Debate and
Education
In the
previous chapter, has been explained that debate also can be implemented in
educational sector. As an alternative to teach speaking, but in the reality it
also can be implemented in to teach other skills of English.
Classroom
debates enable students to work cooperatively, brainstorm ideas, develop
vocabulary and read to support an opinion. Through researching students are
taking notes to summarize, to question, and to clarify information. Students
are identifying the main idea, deleting less important information, collapsing,
categorizing, and labelling information. Questioning allows students to explain
and to explore additional facts for clarification purposes. These comprehension
skills are essential for students to become competent readers and writers
linking debates directly to the entire curriculum.
Debates allow students to become
more proficient in speaking, researching, reading, and writing skills, and they
promote reasoning as well as communication skills. Fact-filled and passionate
debates provide the incentive for students of all academic and socioeconomic
levels to become engaged and to participate in the debate process. In addition,
debates, both formal and informal, are a vehicle for students to express their
opinions assertively in a respectful manner on a relevant issue or topic.
2.4.3. The Process of Debate
Sometimes in
speaking class, we find that the rule of the teacher is dominant and makes the
students passive in the classroom. This can limit the communicative function
that the students need to use and the interactional skills they need to
practice (Mabrur, 2002: 13)
The
teacher’s role should be limited in the class activities in order to give the
students more chances to express their mind, opinion, or their argument. The
teacher should not interfere too much the activities, but let the students
practice using the target language.
The role of
the teacher in conducting this technique is very important. The teacher must be
careful in preparing the material because of the succeed of the technique
depends on the preparations made by the teacher. The importance of teacher’s
role can be found when the teacher acts as the facilitator. The teacher has to
give explanation to the students, and make them understand about debate, and
also the way to do debate well. The teacher explains how will be done, gives
the topics which will be used in debate, the teacher also gives the general
view or explanation about the topics to make them easier to be understood.
Besides as
the facilitator, the teacher also acts as motivator. The teacher supports the
students and makes the students believe that their activities will be useful in
daily life.
The third
role of the teacher is as the observer. When debate is begun, the teacher
observes the activities of the students in debate. The teacher acts as the
“Passive Person” while the debate was going on. In this role, the teacher make
notes about the students activities which will be used to give comments when
the debating process ended.
From the explanation above, the
literature which used is appropriate with the title which the writer has
chosen. In this chapter the writer explains about the debate (it is because the
title of “skripsi” is related with debate), the writer explains about
the speaking (it is because the title of “proposal” is also related to research the
speaking ability of the students).
