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ABSTRACT
This study aims to determine whether there is influence of Critical Debate Technique
Implementation using Australian Parliamentary Format to Improvement of Speaking Capability
of Tadris Students of English Faculty of Tarbiyah and IAIN Mataram Science Faculty. The
approach used in this research is quantitative approach with true-experimental design, pretest-
posttes control group design. Population in this research is all student of Tadris English Semester
even of academic year 2015/2016 which amounted to 82 people (class A as control class and
class of class as experiment class). Sampling technique used in this research is Non Probability
Sampling, researchers take the entire population as a sample. The research instrument used is test
and documentation. The test is used to measure students' speaking skills including aspects of
pronunciation, grammar, vocabulary, fluency, content of speech, and comprehension. While the
documentation used to retrieve data about English Tadris prodi and learning process using
Critical Debate Technique that can support other research data. Data analysis techniques used are
descriptive analysis test, Inferential Analysis Prerequisite Test (normality test, homogeneity test,
and hypothesis test or t-test). Test validity is calculated based on the validity of the construct
using the expert opinion (Judgment Expert). In this case the expert asked for his opinion is a
colleague who is also lecturers of English. After hypothesis testing by using technique Paired
Sample T-Test obtained t count equal to 0,001 at significance level ρ <0,05, result H1 accepted
and H0 rejected because 0,001 <0,05, so it can be concluded that there is influence
Implementation Critical Debate Technique using Australian Parliamentary Format on Improving
Speaking Capabilities of Tadris Students English Faculty of Tarbiyah and IAIN Mataram
Science Faculty.
PRELIMINARY
In 2016, the implementation of the ASEAN Economic Community (MEA) came into effect
including in Indonesia. This resulted in not only the loss of traffic barriers of goods and services
among ASEAN countries, but also impacted the loss of foreign labor obstacles entering
Indonesia. This condition is clearly a challenge as well as a threat to all stakeholders, especially
the world of education in preparing Human Resources (HR) is more professional and competent
in their respective fields as IAIN Mataram as one of the leading education institutions in NTB.
Increased English language satisfaction is one way to prepare human resources because English
is a universal language used in MEA. Related to the mastery of English, speaking competence is
one of 4 (four) other skills that need to be prepared because speaking is an active skill that can be
directly assessed by people whether someone has a good English competence or not.
The sample of this research is Tadris student of English Class A and Class B. The result of the
evaluation of learning done on the students of both classes at Speaking for Everyday
Communication shows that the value of most students is less satisfactory.
Table 1. The Grade Students of TBI Class A and B of Odd Semester 2015/2016
No Interval Value Categories Number of Students
AB
12345
1. 0 - 39 Very Less 10 16
2. 40 - 54 Less 12 12
3. 55 - 69 Enough 10 8
4. 70 - 84 Good 5 3
5. 85 - 100 Very Good 4 2
Number 41 41
Source: Data Processed, 2015
The above data shows that both classes have values that are still far from the expected standard.
Some things that become shortage or difficulties of students, including: 1). Difficult to express
ideas orally, 2). Limited vocabulary, 3). Limited grammar ability so difficult to talk to the right
rules, 4). Limited pronounciation, making it difficult to pronounce the word correctly, 5). Lack
of courage to speak out for fear of being wrong.
In this study, used the technique "Critical Debate Tehnique" to improve students' speaking skills.
Through this technique, students are taught and familiarized to debate on certain topics that are
being trending topic in various media both electronic media and mass media. There are several
reasons why debating activities are believed to improve speaking skills and need to be held,
namely: 1). To foster student beliefs that their opinions are better and should be maintained, 2).
Requires students (teams) to listen to the opinions of opposing teams on issues raised, 3).
Students are also required to find the right solution for a problem, and so on. Because the debate
competition aims to convince the opponent and the audience that their opinions are correct, the
students are required to have good critical thinking and public speaking.
In its development, the use of debate techniques has been widely applied by many researchers in
improving speaking skills. Related to the format of the debate, it is necessary to be considered
well because it will be directly related to the technical implementation of the debate itself. There
are several types of formats that can be used in debate competitions, including: Karl popper
format, British Parliamentary format, Australian parliamentary format, World school format. In
this research, Australian parliamentary format will be used with 2 (two) considerations: 1). The
use of this format fits perfectly with the culture of the people of Indonesia (eastern culture)
because in this debate format both groups of debates that have been divided will be given equal
opportunity to pass their respective arguments against a similar problem until a predetermined
period of time against the argument Which was rebutted by another team (the opposing team) for
a set amount of time and another team will pass on his argument to defend the argument that the
opposing team faces. So in this debate format, the opposing team should not immediately bypass
the arguments the other team submits before the time given to the other team is completed, 2).
This debate format is suitable for beginner level debater like the new English Tadris student
entering the second semester because in this debate format, there is a lot of time for the opposing
team to prepare the answer in refuting the statement / argument of other team. In this study, the
Critical Debate Technique using the Australian Parliamentary Format will be applied to Class B
as a class of experimental subjects compared to Class A which is not given a Critical Debate
Technique treatment using Australian Parliamentary Format to see if there is any effect on
Critical implementation The Debate Technique uses the Australian parliamentary format to
improve students' speaking skills
Inggris
LITERATURE REVIEW
1. Learning English
English learning is a complex process in which many factors can affect the effectiveness
pengajannya factors such as faculty, students, learning tools and others. In the 2004 curriculum it
is said that English lesson has the following objectives: a). Develop the ability to communicate in
English in oral and written form. The ability to communicate includes: listening, speaking,
reading and writing; B). Cultivating awareness about the essence of the importance of English as
one of the main languages of learning; C). Developing an understanding of interconnectedness
between languages and cultures and expanding the cultural horizon.
Inggris
Debate competitions are debates that use a specific format. With the prescribed format, the
student will be limited by time to speak and express his or her opinion. There are several types of
formats that can be used in debate competitions, including: Karl popper format, British
Parliamentary format, Australian parliamentary format, World school format
Inggris
RESEARCH HYPOTHESES
Hypothesis in this research is as follows:
Ho: No influence Implementation of Critical Debate Technique using Australian Parliamentary
Format on Improvement of Speaking Capability of Tadris Students English Faculty of Tarbiyah
and Teacher Training IAIN Mataram
Ha: There is influence of Critical Debate Technique Implementation using Australian
Parliamentary Format to Improvement of Speaking Capability of Tadris Students English
Faculty of Tarbiyah and Teacher Training of IAIN Mataram
METHOD AND RESEARCH RESULT This study uses a quantitative approach with true-
experimental design, pretest-posttes control group design. The population of this study is all
students of Tadris English Semester Even Elementary School Year 2015/2016 which amounted
to 82 people (class A and B). After linking between the research design used and the number of
existing population, the sampling technique used in this study is Non Probability Sampling. The
researchers took the entire population as a sample using a saturated sample technique. The two
classes used as the research sample, class A as the control class and class B as the experimental
class, were given pretest in the form of a speaking test to determine the initial ability of both
groups before being given treatment. At the end of the study, both groups were also given a
posttest in the form of speaking test as well. In addition to speaking test, other research
instruments used are documentation to retrieve data about the English Tadris Study Program as
well as documentation of learning activities in the control class as well as experiments. The data
of the research are analyzed by descriptive analysis and inferential analysis, in which there are
normality test, homogeneity test and statistical hypothesis test. From the descriptive analysis test,
it was found that the average pretest value in the control class was 72.78 and an insignificant
increase occurred in the posttest with an average rating of 74.78. While in the experimental class,
the average value at pretest was 68.82 and there was a very significant increase with an average
of 80.73. From the normality test, it was found that the distribution of research data on the
experimental group and the control group is normally distributed. This is evidenced by the value
of Asymp.sig (2-tailed) greater than the alpha level of 5% or sig. (2-tailed). Then on the
homogeneity test, a significance level of 0.733 (greater than 0.05) indicates that the pretest
results in both groups (experiment and control) are said to be homogeneous, the initial ability is
the same. Hypothesis test is the last analysis used to test the research hypothesis and the result is
Ha accepted and Ho is rejected because thitung> ttable (17.527> 0.220) and sig (2-tailed) <0.05
or 0.001 <0.05.
Inggris
DAFTAR PUSTAKA
Barkley. F. Elizabeth. Collaborative Learning Techniques. San Francisco: John Willey, 2005
Harmer, Jeremy, The Practice of English Language Teaching. New York: Longman, 1991
http://www.thekirmanda.wordpress.com/english-for-students/debat-bahasa-inggris/pedoman-
debat/, diakses tanggal 05 Maret 2016
River, W, Teaching Speaking, New Jersey: San Fransisco State University, 1987
Syhabuddin, Evaluasi Pengajaran Bahasa Inggris. Bandung: Pascasarjana UPI Press, hal. 198-
199