rational aspects, especially grammar, although there has been a renewal of .... in his book entitled Strategi Belajar. Mengajar Keteramplan Berbicara dan.
Larasati
Volume 8, No. 2, August 2017
Debate as an Alternative Technique of Teaching Speaking for the Students Larasati larasatiupgri@gmail Indonesian Education and Literature Department, University of PGRI Semarang
Abstract Nowadays, a problem faced in teaching speaking at school is still about the lack of student’s skill in conveying ideas. How teacher dominates the learning also takes part in aggravating the situation of the learning. The effect of that situation is that the students’ speaking skill is undeveloped optimally. This study reveals the existence of an alternative technique that can be applied by Indonesian teacher, which is debate. The method used is a literature review by adopting many studies, then analyzing it based on the application in the learning. According to the analysis result, it can be seen as an alternative in improving students’ speaking skill. Key words: debate, learning technique, speaking skill language competence (Tarigan 1990:
INTRODUCTION Language is one of important aspects that become a learning target, either in elementary school, junior high school, senior high school or university. In its function as a communication tool, language
learning
Language---
---
aimed
Indonesian to
improve
students’ skill in communicating by using Indonesian language both orally
2). Language skills are divided into four aspects; those are listening, speaking,
reading,
and
writing
(Tarigan 1997: 35). Those four skills have a mutual relation (1988: 1; Burns 1996 in Samadhy 2000: 3) so that the learning is expected for having a stable portion. Facts in the field show that
1995:3;
students’ speaking skill is still far
Diknas 2002: 2).
Accordingly, it is
from the expectation. Based on
natural if
teacher
researcher’s
and in writing
(Depdikbud
the
teaches
observation,
the
his/her students to be language-skilled
situation of learning speaking in
both oral and written which hopefully
class has not shown the satisfying
the
result yet. In addition to the lack of
students can have a good
teacher’s creativity in determining
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Volume 8, No. 2, August 2017
teaching technique, it is also the lack of
quality in teaching speaking which is
media or learning material which being
low. In his report, Sutopo reveals the
used. Accordingly, it is not surprising
data that most of teachers have low
that the students are reluctant to speak,
comprehension in the learning. In
feeling shy, and lack of vocabularies. It
addition, it is described an example
causes the final value of the students’
of learning illustration as if these
speaking ability is relatively low.
statements; the teacher asks the
Moreover,
to
students to memorize the text and
fact,
present it orally before the class. The
Indonesian learning still prioritises of
assessment done from that speaking
rational aspects, especially grammar,
practice is the students’ ability in
although there has been a renewal of
memorizing the text. Based on that
curriculum by adding communicative
situation, it can be assured clearly
aspects. Thus, he reports that for
that the learning result of speaking
teaching speaking is not done optimally
skill will not reach the suitable target
at school.
because the students’ potential is not
Tampubolon
according
(2001:
Another
86),
datum
in
has
been
developed maximally.
reported by Samady (2000: 320-321),
From those bad learning
who explaines there are many teachers -
illustrations, it seems exactly right
--especially elementary school teachers-
what has been stated by Tarigan
-- still have a thought that speaking
(1987: 88) that the condition of
learning is not obligatory taught in
speaking skill learning is still not
school. It is because the students have
satisfying yet. The students’ skill in
gotten it in their family environment,
speaking is not adequate yet.
which is communication with their
According to the facts in the
parents and family members. This fact
field about the studens’ low-skill in
signifies that skill and comprehension of
speaking, it needs an alternative
elementary
technique of the learning which
school
teachers
about
speaking learning is still low enough. The result of Sutopo’s research (2001:
64-65)
by
observing
allow the students to maximize their potential
in
speaking
orderly,
and
systematic, and logical in the formal
interviewing some teachers is enough to
situation so that the students can
describe the situation of teacher’s
have the speaking skill intensively.
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Volume 8, No. 2, August 2017
One of the techniques that can be used
Both of the advantages are described
is debate technique.
as follows:
Debate is a technique strongly assumed
can
students’
useful to enrich the study about an
speaking skill. It is because in debate,
alternative teachnique of teaching
there are pros and cons groups. Each
speaking at school and develop new
group try to keep their ideas, then they
knowledge for the teachers to teach
also
the
their students speaking skill. For the
participants/listeners to accept their
Indonesian teacher, hopefully it can
motions or opinions. Moreover, in the
be used as an alternative technique
end of the debate, the winner is
which is appropriate and effective in
determined through voting or
the
teaching speaking for the students.
judges’ decision (Wiyanto 2003: 4) that
Practically, this study can be applied
will stimulate the students to give more
by the teachers in teaching speaking
argumentation.
skill. The other teachers who do not
try
The
improve
Theoretically, this study is
to
study
persuade
of
using
debate
teach Indonesian language also can
technique on teaching speaking skill
apply this technique (debate) in their
hopefully can give two advantages.
teaching process.
Those are theoretically and practically.
REVIEW OF RELATED THEORIES
s/he talks so that the ideas that are
The Essence of Speaking
delivered can be accepted well by
Based on his study, Tarigan
the listeners. It is because the real
(1988: 15) informs that speaking is one
essence
of the tools to communicate the ideas
communicate (Krisdalaksana 2001:
constructed and developed that are
30), which is communicating ideas
suitable with the listeners’ needs. The
to the listener.
limitation implies a meaning that
On
of
the
speaking
other
is
to
reference,
speaking activity must be adjusted with
Tarigan and friends (1997: 34)
the listeners. In other words, before the
define speaking as a skill of
speaker speaks, s/he shoulde be able to
delivering the messages orally.
understand
with
Those messages will be accepted by
whom s/he talks, and for what occasion
the listeners if conveyed with the
his/her
listeners,
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Volume 8, No. 2, August 2017
harmonious and clear intonation. Of
about the essence of speaking skill.
course,
In
the
listeners
will
really
his
thought,
speaking
skill
understand and be glad if the messages
essentially is a skill of producing
delivered
words
system of articulatory sound to
regularly and systematically, so it does
convey the wishes, needs, feelings,
not cause multi interpretation, even
and pretensions to the others. This
wrong interpretation.
definition implies the existence of
by using verbal
The next theory is stated by Arsjad (1988: 23).
According to
Arsjad, speaking skill is an ability to pronounce sentences for expressing, stating, conveying thoughts, ideas, and feelings.
It is clear that what
communicated is an idean in the head, then being transferred to the listeners in form of verbal message that can be listened to and interpreted its meaning. When someone is too skilled in speaking, it will be more skilled and easy for him/her to give a speech and deliver his/her thoughts, ideas, and feelings to the others. Then, their train of thought becomes clearer because actually someone’s language reflects someone’s thought (Ramelan 1978: 22; Tarigan 1988: 1). If it is delivered regularly, clearly, and with the suitable tone, it sill be easier for the listeners to accept the messages. Furthermore, Ahmadi (1990: 18) in his book entitled Strategi Belajar Mengajar Keteramplan Berbicara dan Apresiasi Sastra, expresses his ideas
important role of language as a communication tool. The language is pronounced by doing activity of producing
sounds
neatly
and
containing the meaning. It is done orally to communicate with other people.
This
systematical
and
organized oral communication is called as speaking skill. Based on those statements given by experts above, it can be concluded
that
speaking
skill
essentially is a communication skill. This communication is a skill of communicating
ideas,
concepts,
thoughts, and feelings coherently, systematically, and logically. It is done by the speaker to a person or group of people through oral media in form of articulatory sounds that contain the meaning.
Teachnique of Teaching Speaking Skill A
learning,
it
must
be
success if being done by using the
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appropriate approach, method, and
learning situation which is relaxing.
technique. Method is a plan to serve
In other words, if those ten criterias
the
with
can be implemented well, it will
systematic order according to a certain
make the speaking learning held in
approach. While technique is the
the class perfect.
efforts, exertions, and ways used by the
To
material
completely
stabilize
those
ten
teacher to reach a direct purpose in the
criterias stated by Tarigan and
learning process (Sabana and Sunarti
friends above, (Subana and Sunarti
TTh: 20). These technique and method
Tth: 217) discover that there are
synergize to create the right and
three kinds of techniques that can
effective learning.
be
used in teaching speaking
In teaching qualified speaking
activity. Those three techniques are;
skill, a teacher must be able to use an
(1) guided technique, (2) semi-
appropriate method and technique.
guided technique, and (3) free
These ethod and technique canbe
technique. Guided technique is a
adjusted with speaking style and the
technique of speaking learning done
purpose that will be achieved in the
by asking the students to say the
learning topic. Tarigan et al (1997:
similar things just like the example.
152) says that the effective metod of
Then, semi-guided technique is a
speaking skill has 10 (ten) criterias.
technique
Those ten criterias can be explained as
when
follows: (1) being relevant with the
guidance topic, while the students
learning purpose, (2) facilitating the
are given the freedom to express
students in understanding the learning
their ideas in oral form. The last,
material, (3) developing the items of
free technique is a technique of
process skill, (4) being able to create
speaking learning done by freeing
the learning experience that has been
the topic and style of speaking to
constructed,
the
the students. In other words, free
students to study, (6) developing the
technique gives a freedom to the
students’ performance, (7) developing
students to share their ideas orally
the students’ creativities, (8) not
using the way they like. From those
defend complicated tools, (9) being
techniques above, free technique
easy to done, and (10) creating the
seems
(5)
stimulating
the
of speaking learning teacher
becoming
gives
a
one
favourite
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technique chosen by the students
defend the opinions. In debate,
because this teachnique gives the
there are affirmative and negative
freedom for the students to express
groups lead by a moderator and
their competences maximally.
being limited by the time and the
The Essence of Debate
rules.
Debate is one of the rethoric
From that limitation, it can
forms in dialogue activity, in which
be
there is a mutual conversation between
competing argumentation between
two persons or more. Some experts
two persons or more about a certain
have defined what the debate is.
topic consisted of pros side and
Commonly,
given
cons side that each group tries to
implies a demand of speaking ability
persuade the others in order to
from the participants.
receice the motion conveyed by
the
limitation
Tarigan (1988:86) states that debate
is
an
argumentation
understood
that
debate
is
giving reasons and strong proofs,
to
lead by a moderator, and at the end
determine whether or not a certain
of activity, the winner will be
motion which is supported by a group
decided.
called pros or affirmative, and refused
The Aspects of Debate
or denied by another group called cons
In order the students can do the
or negative.
debate well, they have to follow the
Along with Tarigan, Hendrikus
rules in it. Then, it also needs to pay
(1991; 120) explaines that debate is an
attention to the debate aspects
activity of competing argumentation
maximally. There are many aspects
between one and another or group of
that
human, with the aim to become a
According to Wiyanto (2003: 16-
winner.
a
25), the aspects in debate activity
champion, each side has to try to defeat
are: (1) theme, (2) moderator, (3)
their rival by giving strong logical
participants,
argumentation.
judges, and (6) motion.
Accordingly,
With
a
simple
to
be
language,
Wiyanto (2000: 54) says that debat is an
exchange
of
thoughts
support
(4)
debate
activity.
listeners,
(5)
Those
explanations are as follows. Theme is an important thing
about
in debate. It is a problem that will
something by giving each reason to
be a point of the debate. The theme
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which is going to be debated has been
well, the participants must have a
decided and announced before the
good preparation both material and
debate being held. This theme becomes
mental. Then, the judges have a
a main point of the debate. Then,
duty to observe all process of the
moderator is the leader of the debate.
debate, give assessment, and decide
As a leader, s/he does guide and
the participant or group of debate
organize debate traffic. There are some
who win or lose. However, in
tasks that have to be done by a
debate, it does not always need the
moderator. Those are: (1) opening the
judges because there is a debate that
debate, (2) announcing the motion
trusts the listeners as the judge.
which will be debated, (3) announcing debate
rules,
(4)
keeping
The next aspect is time. Time
the
in debate has been decided by the
orderliness of the debate, (5) giving
organizer, and being reported by a
chance to all participants, (6) keeping
moderator. It is meant to limit the
the smoothness of the debate, (7)
activities. The last aspect is motion.
making a note while leading the
Motion
debate, (8) announcing the debate
supported by three factors; those are
result, and (9) closing the debate
core,
(Wiyanto 2003: 18-20).
verification (Wiyanto 2003: 26-27).
in
debate
should
argumentation,
be
and
Moreover, basically the debate participants are the actors of this activity. To be able to do this activity
RESEARCH METHODOLOGY Debate as a Technique of Teaching
lecturer
revolves
around
talk,
Speaking Skill
speech, and discussion level, while
Many activities can be used as a
the others ---debate, semiar, and
technique of teaching speaking skill.
symposium--- are rarely done in
Tose
teaching speaking skill.
activities
are
talk,
speech,
discussion, panel discussion, debate,
The superiorities of debate
seminar, and symposium (Subana in
technique according to Roestiyah
Sunarti Tth: 219). All this time,
(2001: 148-149) are: (1) with the
technique used by the teacher or
sharp debate will sharpen the
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Volume 8, No. 2, August 2017
speaking, (2) both sides of the matter
cycle II. This improvement is
can be used for discovering more
followed with the change students’
appropriate result about its problem,
positive
(3) the students can be stimulated to
speaking, which are; the students
analyze the matter in the group, (4) in
study enthusiastically, being brave
the debate the facts are delivered from
to convey their opinions, and more
both sides of the issue, then those facts
confident when speaking in formal
being researched, which one is more
forum.
attitude
in
learning
true/valid and able to be accounted for,
The next research, has been
(5) debate can raise the interest to
held by Suyoto et al in 2010. In his
speak up, (6) if the issue that being
research
debated is interesting, it is able to keep
Keterampilan
the students’ interest in following the
melalui Teknik Debat pada Siswa
debate.
Kelas X SMA Ibu Kartini Semarang
There are many studies become
tahun
entitled
Peningkatan
Berbicara
Ajaran
dengan
2010/2011,
it
a proof that debate technique is
produces a conclusion that the
effective
students’
learning with debate technique
speaking skill. In 2004, Larasati have
improves students’ speaking skill
held a research in SMKN 8 Semarang
7,12% with the average value about
by implementing debate technique to
68,20% in cycle I and 73,43 in
improve students’ speaking skill. In her
cycle II. This study also followed
research, it is concluded that learning
by positive change of students’
through debate technique, the students’
behavior in learning speaking. The
speaking skill increases about 11,38%
students are more confident and
with the students’ average value about
enthusiastic in doing the learning.
in
improving
64,67 in the cycle I and 76,05% in the
FIDING AN DISCUSSIONS Based on the research that has
stimulate to actively talk with the
been done, it can be concluded that
team and their rival. Also, the
debate is able to be an alternative
students are happy because the
technique in teaching speaking. By
learning is not dominated by the
debate technique, the students will
teacher. Moreover, the suggestion
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that can be given is Indonesian teacher should choose the debate technique in teaching speaking skill to the students. REFERENCES Pengajaran. Ahmadi, Mukhsin. 1990. Strategi Belajar
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