teaching conversation gambits to improve …12. all of my classmates in english education department...
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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
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. ,Chairperson
NIS. 06107000001187
Drs. Muh. Syafei, M.Pd. ,Member
NIP. 19620413-198803-1-002
Dr. Slamet Utomo, M.Pd. ,Member
NIP. 19621219-198703-1-001
Nuraeningsih, S.Pd., M.Pd. ,Member
NIS. 0610701000001201
Acknowledged by
The Faculty of Teacher Training and Education
Dean
Drs. Susilo Rahardjo, M.Pd.
NIP. 195606191985031002
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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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4. 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.
6. All of teachers of MAN 2 Kudus that I can not mention one by one, who help
me in doing research
7. 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.
8. My beloved brother (Ilham Khudlori) for the support, laughter and fun.
9. 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 ...................................................................................................... i
PAGE OF LOGO .............................................................................................. ii
PAGE OF TITLE ............................................................................................... iii
MOTTO AND DEDICATION ......................................................................... iv
ADVISORS’ APPROVAL ............................................................................... v
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 ................................................................ 1
1.2 Statement of the Problem ................................................................... 4
1.3 Objective of the Research .................................................................... 5
1.4 Significance of the Research ................................................................ 5
1.5 Limitation of the Research ................................................................... 5
1.6 Operational Definition ........................................................................ 6
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CHAPTER II REVIEW OF RELATED LITERATURE AND HYPOTHESIS
2.1 Theoretical Review ............................................................................... 8
2.1.1 Teaching - Learning Language ................................................ 8
2.1.2 Communication ....................................................................... 9
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