IMPROVING STUDENTS’ SPEAKING ABILITY THROUGH THE AUSTRALIAN PARLIAMENTARY DEBATE OF THE 2ND GRADE AT MADRASAH ALIYAH NEGERI KOTA BLITAR

ULIL FUADAH, 2813123157 (2016) IMPROVING STUDENTS’ SPEAKING ABILITY THROUGH THE AUSTRALIAN PARLIAMENTARY DEBATE OF THE 2ND GRADE AT MADRASAH ALIYAH NEGERI KOTA BLITAR. [ Skripsi ]

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Abstract

ABSTRACT Fuadah, Ulil. Student Registered Number. 2813123157. 2016. Improving Students’ Speaking Ability through the Australian Parliamentary Debate of the Second Grade of Science 2 at MAN Kota Blitar. Thesis. English Education Department. State Islamic Institute (IAIN) Tulungagung. Advisor: Dr. Susanto, S.S., M.Pd. 19730831 199903 1 002 Keyword: Improving, Speaking, Australian Parliamentary Debate In a case of English learning, mastering speaking skill is very important. Practically, people more often interact verbally, and speaking is the main key to interact. Generally, based on the results of preliminary study, the problems of teaching-learning speaking were vocabulary, grammar, pronunciation, teacher’s strategy, anxiety, etc. Therefore, to reach the target of teaching and learning, there must be an effective strategy that can solve them. This research concerned on the application of Australian Parliamentary Debate in solving the students’ speaking problems. Australian Parliamentary Debate is one of debate style that is often used in the national or world debate championship. Here, Australian Parliamentary Debate was used as the strategy to solve the students’ problem which was found in the preliminary result. In teaching speaking, several aspects such as Pronunciation, Grammar, Vocabulary, and Fluency have to be considered. This needs the strategy of teaching English which covers all aspects without forgetting the students’ interest in speaking. Australian Parliamentary Debate in terms of matter, manner, and method become one alternative for teachers to be used as a teaching-learning strategy of speaking. The formulation of the research problem were: 1) How is the implementation of Australian Parliamentary Debate strategy speaking to improve the students’ speaking ability at 2nd grade science 2 of MAN Kota Blitar? 2) How can Australian Parliamentary Debate in terms of manner, method and matter improve the speaking ability of the students at 2nd grade science 2 of MAN Kota Blitar ? The purpose of this research were: 1) To describe the implementation of Australian Parliamentary Debate strategy speaking to improve the students’ speaking ability at 2nd grade science 2 of MAN Kota Blitar. 2) To identify how Australian Parliamentary Debate in terms of manner, method and matter can improve the speaking ability for the students at 2nd grade science 2 of MAN Kota Blitar. Research method: 1) Research design of this study was Classroom Action Research (CAR), 2) The subject of this studies were the students of second grade science 2 of MAN Kota Blitar, 3) The research instruments were observation, test, questionnaire, and field notes, 4) The research procedures of this research consisted of four stages, namely planning, implementing, observing, and reflecting, 5) The criteria of success were determined in three terms: a) All students pass speaking test with score ≥ 75 including grammar, vocabulary, accent, comprehension, and fluency, b) Student’s behaviors have to show that they were active in every activity, c) Students’ responses adequately show that students interest and enjoy the teaching learning process by Australian Parliamentary Debate. The result of employing the Australian Parliamentary Debate strategy showed that the strategy was effective to solve the students’ speaking problems. It required two cycles to be successful. From the Cycle I, the students’ speaking score have not reached the criteria of success yet. The result showed that there were 13 students did not pass the speaking test with the mean score 68.9. Then students’ behavior has actually improved, they were more active doing learning activities although some students still were not cooperative with the researcher’s instruction. Furthermore, students’ responses showed that 65% of students were motivated to learn speaking and they were interested in the activities, but at least it needed more than 70% students to know that this strategy truly motivated them. Because the strategy on the Cycle I has not succeeded yet, the researcher continued to the Cycle II. The result of Cycle II showed that students totally passed the speaking test with the mean score of 84.73. Then, based on the students’ behavior, they were so cooperative and more active in every activity. It made the modified strategy of Cycle II be applied easier, and then they obviously improved their speaking ability. It affected their performance at the final speaking test; they were very confidence to deliver the arguments. Lastly, the students’ responses in Cycle II showed that 72% of students were motivated and interested in learning speaking. Thus, based on the result of Cycle II, the Australian Parliamentary Debate strategy can be used to solve students’ practical problem in learning speaking.

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