DETAIL JURNAL
HENGKI, RATNA
Vol. 8 No. 2 September 2016
Universitas Islam Kalimantan Muhammad Arsyad Al Banjari (MAAB)
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The aim of this study is
to explore the effectiveness of debate technique in teaching speaking. The study applied one group
pre-test post-test design. The population of this study was the third semester
of English department students are taking speaking subject. The data collection
involved test as an instrument. Test was done twice, pre-test and post-test.
Pre-test was done to know the students’ achievement in academic function of
speaking before giving treatment. Meanwhile, the post-test was done to know the
students’ achievement in academic function of speaking after giving treatment.
To answer the research question, the data were analyzed by using dependent
t-test with the help of SPSS. The result turned out to confirm that debate
technique is not effective in teaching speaking for basic learners. When the
achievement of students were further compared in terms of pre-test and
post-test using the dependent t-test, the result found that students who are
taught speaking by using debate technique in this case British Parliamentary
System have no better score on the post-test than on the pre-test. The analysis
found that t-value is 1.744, while the critical value of t at p<.0.5 of
one-tailed test is 1.746. It denotes that the obtained t-value does not exceed
the critical value. Based on the findings, it is then concluded
that debate technique is not affective for teaching speaking skill especially for
basic learners. Therefore, the researchers suggest to avoid this technique if
the students are categorized as basic learners of speaking.
Keywords: teaching speaking,
debate technique, students’ speaking skill
