TEACHING CONVERSATION GAMBITS TO IMPROVE STUDENTS’ COMMUNICATIVE COMPETENCE IN ENGLISH DEBATE OF ENGLISH DEBATERS’ COMMUNITY OF MAN 2 KUDUS IN THE ACADEMIC YEAR 2011/2012
By ALIMA ILMA ALHUSANI NIM 200832343
ENGLISH EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY MURIA KUDUS UNIVERSITY 2012
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TEACHING CONVERSATION GAMBITS TO IMPROVE STUDENTS’ COMMUNICATIVE COMPETENCE IN ENGLISH DEBATE OF ENGLISH DEBATERS’ COMMUNITY OF MAN 2 KUDUS IN THE ACADEMIC YEAR 2011/2012 (A CLASSROOM ACTION RESEARCH 2012)
SKRIPSI Presented to the University of Muria Kudus in Partial Fulfillment of the Requirements for Completing the Sarjana Degree in English Education
By ALIMA ILMA ALHUSANI NIM 200832343
ENGLISH EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY MURIA KUDUS UNIVERSITY 2012
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MOTTO AND DEDICATION MOTTO: Do everything with great abandon, I believe it makes you better High risk and problem bring us more valueable Never put off till tomorrow what you can do today
DEDICATION: This Skripsi is dedicated to: My beloved mother and father My beloved brother My beloved all of big family My beloved all of best lecturers My beloved all of best friends
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ADVISORS’ APPROVAL This is to certify that the Sarjana Skripsi of Alima Ilma Alhusani (2008-32-343) has been approved by the skripsi advisors for further approval by the Examining Committee. Kudus, June 28th 2012 Advisor I
Agung Dwi Nurcahyo, S.S., M.Pd. NIS. 06107000001187 Advisor II:
Drs. Muh. Syafei, M.Pd. NIP. 19620413-198803-1-002
Acknowledged by The Faculty of Teacher Training and Education Dean
Drs. Susilo Rahardjo, M.Pd. NIP. 195606191985031002
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EXAMINERS’ APPROVAL This is to certify that the Skripsi of Alima Ilma Alhusani (2008-32-343) has been approved by the Examining Committe as a requirement for the Sarjana Degree in in the Teaching of English as a Foreign Language.
Kudus, July 2012 Thesis Examining Committee:
Agung Dwi Nurcahyo, S.S., M.Pd. NIS. 06107000001187
,Chairperson
Drs. Muh. Syafei, M.Pd. NIP. 19620413-198803-1-002
,Member
Dr. Slamet Utomo, M.Pd. NIP. 19621219-198703-1-001
,Member
Nuraeningsih, S.Pd., M.Pd. NIS. 0610701000001201
,Member
Acknowledged by The Faculty of Teacher Training and Education Dean
Drs. Susilo Rahardjo, M.Pd. NIP. 195606191985031002 vii
ACKNOWLEDGEMENT First and foremost, I would like to express gratitude to Allah SWT, the Almighty God for the blessing, kindness, and inspiration in lending me to accomplish the final project entitled “Teaching Conversation Gambits to Improve Students’ Communicative Competence in English Debate of English Debaters’ Community of Man 2 Kudus in the Academic Year 2011/2012. Without Allah, I couldn’t be patient and couldn’t control my self in finishing this final project from the first page to the last page. Shalawat and Salam for the Prophet Muhammad who brings us from the darkness to the brightness. I realize that I cannot complete this final project without the help of others. Many people have helped me during the writing this final project, and it would be impossible to mention of all them. I wish, however, to give my sincerest gratitude and appreciation to: 1.
Drs. Susilo Rahardjo, M.Pd., as the Dean of Teacher Training and Education Faculty of Muria Kudus University..
2.
Fitri Budi Suryani, S.S., M.Pd., as the Head of English Education Department of Teacher Training and Education Faculty of Muria Kudus University who has given permission to conduct the research.
3.
Agung Dwi Nurcahyo, S.S., M.Pd. as the first advisor for his patience in providing careful guidance, helpful corrections, very good advice as well as suggestion and encouragement during the consultation.
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Drs. Muh. Syafei, M.Pd. as the second advisor for his patience in providing careful guidance, helpful corrections, very good advice as well as suggestion and encouragement during the consultation
5.
All of lecturers of English Education Department of Teacher Training and Education Faculty of Muria Kudus University for valuable knowledge, guidance, and advices during the years of my study.
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All of teachers of MAN 2 Kudus that I can not mention one by one, who help me in doing research
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My beloved mother and father (Ibu Manuha and Bapak Kasim) who always pray for me and give me support and motivation in my life. I love you so much. You are the best for me.
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My beloved brother (Ilham Khudlori) for the support, laughter and fun.
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My beloved all of big family, thanks for the support.
10. My best friends (Ayu, Yunus, Yusro, AdiF, Rusti, Ulil), Last together (Nida, Nia n Yesi), Caterpillar’s friends, thanks for your support and friendship. 11. My close friend (sTay young) who always give me love, support and advice. 12. All of my classmates in English Education Department of Teacher Training and Education Faculty of Muria Kudus Faculty. Finally I would like to express my thanks to all people who helped me in finishing this final project. Hopefully, this final project would be useful for all. Kudus, June 2012
Alima Ilma Alhusani
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ABSTRACT
Alhusani, Alima Ilma. 2008. Teaching Conversation Gambits to Improve Students’ Communicative Competence in English Debate of English Debaters’ Community of MAN 2 Kudus in the Academic Year 2011/2012. Skripsi. English Education Education Faculty. Muria Kudus University. Advisors: (i) Agung Dwi Nurcahyo, S.S., M.Pd., (ii) Drs. Muh. Syafei, M.Pd. Key Words: conversation gambits, communicative competence, English debate. The background of the study in this research is based on the phenomena that as a foreign language learner, the most students have some difficulties in English communication, especially when they speak, communicate, and interact. It can be said that most students lack of communicative competence. In the fact, it also appears to the students of English Debaters’ Community of MAN 2 Kudus in academic year 2011/2012 when they communicate and speak in English language, especially like in their English debate activity. So, to enhance their communicative competence in English debate and to overcome that problem teacher needs a strategy that can improve their communicative competence in English debate. That strategy is by teaching conversation gambits which are aimed of enhancing students’ communicative competence in English debate. The problems of this research are: (1) How are conversation gambits introduced and taught to students in order to enhance students’ communicative competence in English debate? (2) How is students’ debating skill improved after being taught conversation gambits? Meanwhile, the purposes of this research are: (1) To suggest the implementation of teaching conversation gambits in order to improve students’ communicative competence in English debate. (2) To find out how students’ debating skill improved after being taught conversation gambits. This research is an action research which is conducted for two cycles. The subject of this research is the members of English Debaters’ Community of MAN 2 Kudus in academic year 2011/2012, there are ten students who participate in this research. In this research the writer cooperates with the English teacher of MAN 2 Kudus who observes teaching gambits process and students’ performance in English debate. To answer the first problem in teaching gambits process of first cycle, the writer explains and exemplifies the gambits to students. After that, the writer discusses and practices it with students. Meanwhile, in teaching gambits process of second cycle, the writer helps students to memorize the gambits and asks to students to use gambits properly in their debate to get more communicative in English debate. The results of those activities are in first cycle students do not understand well about the material, need clearer instructional gambits and need time for discussion. In second cycle students show their improvement and interests. Students also can use the gambits in their debate properly based on the certain situation which indicates the point of communicative in English debate. To
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answer the second problem the writer uses the observation scheme and a test. The observation scheme is used to know teacher and students’ activities. The test is performance test. Here, teacher gives score to find out the improvement of students’ communicative competence in English debate. The result of the research shows that in the first cycle students get average score 6.6 that means students get fair level. After that in the second cycle students got average score 8.3 that means students get a good level in English debate. Based on the result, the writer can conclude that the most students get improvements of their communicative competence in English debate after being by taught conversation gambits, and students have a good debate skill after being taught by conversation gambits.
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ABSTRAKSI Alhusani, Alima Ilma. 2008. Pengajaran Percakapan Gambits untuk meningkatkan kompetensi komunikatif siswa pada pedebat berbahasa inggris di MAN 2 Kudus tahun akademik 2011/2012. Skripsi. Fakultas Pendidikan bahasa inggris. Universitas Muria Kudus. Pembimbing: (i) Agung Dwi Nurcahyo, S.S., M.Pd., (ii) Drs. Muh. Syafei, M.Pd. Key Words: percakapan gambits, kompetensi komunikatif, debat bahasa Inggris. Latar belakang pengajaran pada penelitian ini berdasarkan keadaan pelajar bahasa asing, kebanyakan siswa mengalami beberapa kesulitan pada saat berkomunikasi menggunakan bahasa Inggris, khususnya pada saat berbicara, berkomunikasi dan berinteraksi. Jadi, bisa dikatakan bahwa kebanyakan siswa memilki kekurangan dalam kompetensi komunikatif. Pada kenyataan, hal itu terlihat pada komunitas siswa pendebat bahasa Inggris di MAN 2 Kudus ketika mereka berkomunikasi dan berbicara dalam bahasa Inggris, khususnya pada aktifitas debate bahasa Inggris. Jadi untuk meningkatkan kompetensi komunikatif mereka pada debat bahasa Inggris dan untuk menyelesaikan masalah, guru membutuhkan strategi yang bisa meningkatkan kompetensi komunikatif mereka pada debat berbahas Inggris. Strategi itu adalah pembelajaran percakapan gambits yang ditujukan untuk pengembangan kompetensi komunikatif pada debat berbahasa Inggris. Masalah-masalah dalam penelitian ini adalah: (1) Bagaimana percakapan gambits diperkenalkan dan diajarkan kepada siswa untuk meningkatkan kompetensi komunikatif siswa pada debat berbahasa Inggris. (2) Bagaimana peningkatan kemampuan berdebat siswa setelah diajarkan percakapan gambits. Tujuan-tujuan dalam penelitian ini adalah: (1) Untuk menyarankan penggunaan dari pembelajaran percakapan gambits dalam meningkatkan kompetensi komunikatif siswa dalam debat berbahasa Inggris. (2) Untuk menemukan cara meningkatkan kemampuan berdebat siswa setelah pembelajaran percakapan gambits. Penelitian ini adalah penelitian tindakan kelas yang telah diadakan dalam dua siklus pada tahun pembelajan 2011/2012. Subjek dalam penelitian ini adalah anggota-angggota dari komunitas pendebat berbahasa Inggris di MAN 2 Kudus tahun pembelajaran 2011/2012 yang diikuti oleh sepuluh siswa. Dalam penelitian ini penulis bekerja sama dengan guru bahasa Inggris di MAN 2 Kudus yang mengamati proses pembelajaran gambits dan pertunjukan siswa dalam debat berbahasa Inggris. Untuk menjawab masalah yang pertama, dalam proses pengajaran gambits pada siklus pertama penulis menjelaskan dan memberi contoh dari gambits kepada siswa. Setelah itu, penulis berdiskusi dan berlatih menggunakan gambits bersama dengan siswa. Sedangkan dalam proses pengajaran gambits pada siklus kedua penulis membantu siswa untuk mengingat gambits yang diajarkan dan meminta siswa untuk menggunakan gambits dengan tepat dalam proses debat untuk mencapai kompetensi komunikatif pada debat berbahasa Inggris. Hasil dari
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aktifitas-aktifitas tersebut yaitu pada siklus pertama siswa belum faham tentang materi dan membutuhkan instruksi gambits yang lebih jelas dan membutuhkan tambahan waktu untuk berdiskusi. Pada siklus kedua siswa menunjukkan perkembangan dan ketertarikan pada materi. Siswa juga bias menggunakan gambits dalam proses debat dengan tepat sesuai dengan situasi, hal itu mengindikasikan pokok komunikatif dalam debat berbahasa Inggris. Untuk menjawab masalah yang kedua, penulis menggunakan skema pengamatan dan tes yang berjenis pertunjukan. Disini guru memberi nilai untuk mengetahui peningkatan kompetensi komunikatif siswa dalam debat berbahasa Inggris. Hasil dari penelitian menunjukkan bahwa pada siklus pertama siswa memperoleh nilai rata-rata 6.6 yang berarti siswa memperoleh tingkatan yang cukup. Setelah itu pada siklus kedua siswa memperoleh nilai rata-rata 8.3 yang berarti siswa memperoleh tingkatan baik dalam debat berbahasa Inggris. Berdasarkan hasil di atas penulis dapat menyimpulkan bahwa kwbanyakan siswa memperoleh perkembangan kompetensi komunikatif mereka dalam debat berbahasa Inggris setelah pembelajaran percakapan gambits dan siswa memiliki kemampuan baik dalam berdebat bahasa Inggris setelah pembelajaran percakapan gambits.
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TABLE OF CONTENTS
COVER
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PAGE OF LOGO ..............................................................................................
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PAGE OF TITLE ............................................................................................... iii MOTTO AND DEDICATION ......................................................................... iv ADVISORS’ APPROVAL ...............................................................................
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EXAMINERS’ APPROVAL ............................................................................ vi ACKNOWLEDGEMENT ................................................................................ vii ABSTRACT ...................................................................................................... ix ABSTRAKSI .................................................................................................... xi TABLE OF CONTENTS ................................................................................... xiii LIST OF TABLES ............................................................................................ xvii LIST OF FIGURE ............................................................................................. xviii LIST OF APPENDICES ................................................................................... xix CHAPTER I INTRODUCTION 1.1 Background of the Research ................................................................
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1.2 Statement of the Problem ...................................................................
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1.3 Objective of the Research ....................................................................
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1.4 Significance of the Research ................................................................
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1.5 Limitation of the Research ...................................................................
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1.6 Operational Definition ........................................................................
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CHAPTER II REVIEW OF RELATED LITERATURE AND HYPOTHESIS 2.1 Theoretical Review ...............................................................................
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2.1.1 Teaching - Learning Language ................................................
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2.1.2 Communication .......................................................................
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2.1.3 Language ................................................................................ 10 2.1.3.1 Definition of Language ......................................................... 10 2.1.3.2 Language Function ............................................................... 11 2.1.3.3 Language Skills .................................................................... 12 2.1.3.4 Oral or Spoken Language ..................................................... 16 2.1.3.5 The Aspects of Oral Language Scoring Rubric .................... 17 2.1.4 Conversation Gambits ............................................................. 18 2.1.5 Communicative Competence ................................................... 20 2.1.6 English Debate ......................................................................... 23 2.1.6.1 Definition of English Debate ................................................ 23 2.1.6.2 The Benefits of Debate ......................................................... 24 2.1.6.3 The Debate Technical System .............................................. 24 2.1.6.4 The Format of English debate .............................................. 27 2.1.7 English Debaters’ Community ................................................. 30 2.1.8 Classroom Action Research (CAR) ......................................... 31 2.1.8.1 The Definition of CAR ......................................................... 31 2.1.8.2 The Aims of CAR ................................................................. 32 2.1.8.3 The Characteristic of CAR ................................................... 32 2.1.8.4 The Steps of CAR ................................................................. 33
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2.2 Previous Research ................................................................................ 36 2.3 Theoretical Framework ......................................................................... 38 2.4 The Hypothesis of the Research ......................................................... 39 CHAPTER III METHOD OF THE RESEARCH 3.1 Setting and Characteristic of Subject of the Research ......................... 40 3.2 Variable of the Research ...................................................................... 40 3.3 Design of the Research ......................................................................... 40 3.4 Procedure of the Research..................................................................... 44 3.5 Data Analysis ....................................................................................... 45 CHAPTER IV FINDING OF THE RESEARCH 4.1 Preliminary Research ........................................................................... 50 4.2 Cycle I .................................................................................................. 51 4.2.1 Planning ............................................................................................ 51 4.2.2 Action ................................................................................................ 51 4.2.3 Observation ....................................................................................... 53 4.2.4 Reflection .......................................................................................... 56 4.3 Cycle II ................................................................................................. 56 4.3.1 Planning ............................................................................................ 56 4.3.2 Action ................................................................................................ 57 4.3.3 Observation ....................................................................................... 58 4.3.4 Reflection .......................................................................................... 61
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CHAPTER V DISCUSSION 5.1 The Introduction and Teaching of Conversation Gambits to Enhance Students’ Communicative Competence in English Debate of English Debaters’ Community of MAN 2 Kudus in the Academic Year 2011/2012 ........................................................................................... 63 5.2 The Improvement of Students’ Debating Skill after being Taught Conversation Gambits ......................................................................... 64 CHAPTER VI CONCLUSION AND SUGGESTION 6.1 Conclusion ........................................................................................... 66 6.2 Suggestion ............................................................................................ 68 BIBLIOGRAPHY ............................................................................................. 69 APPENDICES .................................................................................................. 71 STATEMENT SHEET ..................................................................................... 148 CURRICULUM VITAE ................................................................................... 149
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LIST OF TABLES Table 3.1 The Mean of Student’s Score according to Michael and Pierce .......... 47 4.1 Students’ Score of Debating Skill in Preliminary Research ................ 50 4.2 Observation Scheme of Teaching Process in Cycle I .......................... 53 4.3 Observation Scheme of English Debate Action in Cycle I .................. 54 4.4 Students’ Score of Debating Skill in Cycle I ....................................... 55 4.5 Observation Scheme of Teaching Process in Cycle II ......................... 58 4.6 Observation Scheme of English Debate Action in Cycle II ................. 59 4.7 Students’ Score of Debating Skill in Cycle II ...................................... 60 4.8 Recapitulation of English Debaters’ Community’ Average Scores of Debating Skill ..................................................................................... 61
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LIST OF FIGURE Figure 2.1 Cyclical Action Research Model according to Kemmis and McTaggart ........................................................................................... 34
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LIST OF APPENDICES Appendix 1 Silabus ..................................................................................................... 71 2 Lesson Plan Cycle I ................................................................................ 79 3 Lesson Plan Cycle II ............................................................................... 85 4 Score Criteria of Gambits Expression ..................................................... 91 5 Score Criteria of Analytic Oral Language Scoring Rubric ..................... 92 6 Participants’ Name of this Classroom Action Research ......................... 94 7 Field Note in Preliminary Research ........................................................ 95 8 Analysis of Field Note in Preliminary Research ..................................... 100 9 a. Students’ English Gambits Mastery Score in Preliminary Research .. 106 b. Students’ Vocabulary Score in Preliminary Research ......................... 107 c. Students’ Fluency Score in Preliminary Research ............................... 108 d. Students’ Grammar Score in Preliminary Research ............................ 109 e. Students’ Content Score in Preliminary Research ............................... 110 10 Field Note in First Cycle ....................................................................... 111 11 Analysis of Field Note in First Cycle ................................................... 117 12 a. Students’ English Gambits Mastery Score in First Cycle ................. 125 b. Students’ Vocabulary Score in First Cycle ....................................... 126 c. Students’ Fluency Score in First Cycle ............................................. 127 d. Students’ Grammar Score in First Cycle ........................................... 128 e. Students’ Content Score in First Cycle ............................................. 129 13 Field Note in Second Cycle .................................................................. 130
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14 Analysis of Field Note in Second Cycle ............................................... 135 15 a. Students’ English Gambits Mastery Score in Second Cycle ............ 142 b. Students’ Vocabulary Score in Second Cycle ................................... 143 c. Students’ Fluency Score in Second Cycle ......................................... 144 d. Students’ Grammar Score in Second Cycle ...................................... 145 e. Students’ Content Score in Second Cycle ......................................... 146 16 Visually Recording of Teaching Gambits Process to Improve Students’ Communicative Competence in English Debate of English Debaters’ Community of MAN 2 Kudus in Academic Year 2011/2012 ........................................................................................... 147
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