Tài liệu Using debate to enhance high school students’motivation in learning speaking skills

HUNG VUONG UNIVERSITY FOREIGN LANGUAGE DEPARTMENT ---------- TRAN THI MAI PHUONG USING DEBATE TO ENHANCE HIGH SCHOOL STUDENTS’ MOTIVATION IN LEARNING SPEAKING SKILLS (SỬ DỤNG TRANH LUẬN NÂNG CAO HỨNG THÚ TRONG VIỆC HỌC KỸ NĂNG NÓI CỦA HỌC SINH TRUNG HỌC PHỔ THÔNG) B.A. GRADUATION PAPER Field: English Methodology Supervisor: Dao Thi Thuy Huong, M.A Phu Tho, 2021 0 HUNG VUONG UNIVERSITY FOREIGN LANGUAGE DEPARTMENT ---------- TRAN THI MAI PHUONG USING DEBATE TO ENHANCE HIGH SCHOOL STUDENTS’ MOTIVATION IN LEARNING SPEAKING SKILLS (SỬ DỤNG TRANH LUẬN NÂNG CAO HỨNG THÚ TRONG VIỆC HỌC KỸ NĂNG NÓI CỦA HỌC SINH TRUNG HỌC PHỔ THÔNG) B.A. GRADUATION PAPER Field: English Methodology Supervisor: Dao Thi Thuy Huong, M.A Phu Tho, 2021 1 ACKNOWLEDGEMENT I would like to express my sincere gratitude and appreciation to a number of people, without whose support, this graduation paper would not have been completed. First and foremost, I would like to express my deepest thanks to my supervisor Dao Thi Thuy Huong, M.A. for the wholehearted guidance she gave me while I was doing this research. I am truly grateful to her for her ideas. comments and instructions, as well as her constant support throughout my research. Secondly, I would like to thank all the lecturers, teachers and staffs at Hung Vuong University, especially those in Department of Foreign languages who have created favorable conditions for me to study and write graduation paper. Thirdly, my sincere thanks go to all teachers and students in Viet Trì Industrial High School whose endless enthusiasm has helped me to carry surveys which are very useful for my thesis. Last but not least, I would like to show my gratitude to my family, my friends for their spiritual, emotional and financial support and for giving me the optimism to continue my learning. Phu Tho, May 2021 Tran Thi Mai Phuong 2 ABSTRACT Speaking is an act to express one's ideas, feeling, purpose, and thought orally. When the speakers communicate with someone, they communicate something - a message. That is why teaching to speak up and being confident in expressing the idea is not easy. The most general problem faced by students in learning speaking is motivation. But, this kind of problem can be overcome by the English teacher of Viet Tri Industrial High School by applying debate in teaching speaking. This research is conducted using quantitative and qualitative research. During the research, the writer observes the teaching-learning speaking process. The observation is going to be held from March 2021 to April 2021. Based on the result of the research, the writer can draw a conclusion about the teaching procedures and class management. The first finding is in teaching speaking using debate, the teacher used topics that were suitable to the students' level and the curriculum. Based on class observation, the teacher applies three phases of teaching are pre, while and post-teaching. In managing the class, the teacher using group work management. In conclusion, the results of conducting research on teaching using debate run well in Viet Tri Industrial High School. The last, the suggestions are delivered to the English teacher and the students. The English teacher can apply debate in teaching speaking to enhance the students' motivation to express their idea. The last suggestion is for the students. In speaking class, the students should use their time to train their speaking ability as much as possible. 3 TABLE OF CONTENT ACKNOWLEDGEMENT ............................................................................................ 2 ABSTRACT ................................................................................................................. 3 TABLE OF CONTENT ............................................................................................... 4 LIST OF DIAGRAMS ................................................................................................. 6 LIST OF FIGURES ...................................................................................................... 7 PART A: INTRODUCTION ........................................................................................ 8 1. Rationale ................................................................................................................... 8 2. Previous research ...................................................................................................... 9 3. Research purposes ................................................................................................... 11 4. Research questions ................................................................................................... 12 5. Methodology............................................................................................................. 12 6. Data collection instruments ...................................................................................... 12 7. Participants ............................................................................................................... 13 8. Significance of the research...................................................................................... 13 9. Research scope ......................................................................................................... 13 10. Outline of the study ................................................................................................ 13 PART B: CONTENT ................................................................................................... 15 CHAPTER 1 – THEORETICAL BACKGROUND .................................................... 15 1.1. Literature review ................................................................................................... 15 1.1.1. Speaking skills .................................................................................................... 15 1.1.2. Motivation .......................................................................................................... 23 1.1.3. Debate ................................................................................................................. 30 CHAPTER 2 – METHODOLOGY .............................................................................. 43 2.1. Research setting ..................................................................................................... 43 2.2. Subject of the research .......................................................................................... 43 4 2.3. Participants of the research ................................................................................... 43 2.4. Data collection instruments ................................................................................... 44 2.5. Research procedure ............................................................................................... 45 2.6. Data analysis .......................................................................................................... 46 CHAPTER 3 – FINDINGS AND MEANINGS .......................................................... 47 3.1.Before experiment ................................................................................................. 47 3.2. After experiment .................................................................................................... 53 3.3. Findings and discussion ......................................................................................... 62 3.4. Implications ........................................................................................................... 63 PART C: CONCLUSION ............................................................................................ 65 REFERNCES................................................................................................................ 68 APPENDIXES .............................................................................................................. 72 5 LIST OF DIAGRAMS Diagram 1.1. The basic lay-out of a debate .................................................................. 35 Diagram 1.2. The order of participants to speak .......................................................... 35 6 LIST OF FIGURES Figure 3.1. Time of learning Englisgh.......................................................................... 47 Figure 3.2. Students‟ attitude toward learning speaking skills..................................... 48 Figure 3.3. Students‟ methos in learning English speaking skills ................................ 48 Figure 3.4. Techniques being used to teach speaking skills in class ............................ 49 Figure 3.5. The way being used to express ideas ......................................................... 50 Figure 3.6. Students‟ wants in speaking activities ....................................................... 50 Figure 3.7. Thing encourages students to talk .............................................................. 51 Figure 3.8. Frequency of using debate ......................................................................... 52 Figure 3.9. Students‟ evaluation of the effectiveness of debates ................................. 57 Figure 3.10. The factors cause the difficulties for students.......................................... 58 Figure 3.11. The factors cause the difficulties to teachers of using debate technique in teaching speaking skills ............................................................................ 59 Figure 3.12. The ways that helped students‟ motivation in speaking be improved ..... 60 Figure 3.13. The aspects of a good learner in speaking lessons with debate ............... 60 7 PART A: INTRODUCTION 1. Rationale English, a language considered a global language, in the Industrial Revolution 4.0, has become more and more dominant around the world. No one can deny the importance of it, which is spoken as the first language by nearly 400 million people and as the second language by 1.6 million people. As a result, English is being taught and learned around the world as a second language today. The main objective of learning foreign languages is to communicate. Therefore, it will be useless for a language learner who cannot use the language at the end of the study. As one of the English skills to learn, speaking stands as an important aspect to be learned. It has been taught since elementary schools, even now kindergarten. Instead of getting more students who are able to speak fluently in English, the outcome seems not to be satisfied. Aulia Putri (2016) shares that teaching English as a second language is quite challenging, especially in teaching speaking. Most English students found that they can understand their English teacher, but when they speak to a native speaker who cannot understand them, that causes the low motivation of students in learning English in general and learning speaking in specific. This condition might be caused by several factors. Firstly, it can be caused by the atmosphere of the class where the main point of speaking activities-discussion, debate, information gap activities, speech, etc, in the class, are about grammar points so sometimes English teachers forget that these patterns are not often found in the real interaction. Therefore, English teachers should find things that students need. They should know what kind of activities will help students to face the real interaction. Xi Liu (2010) points that leading the students to have the motivation of speaking is very important to English teaching. But nowadays, most students are passive in oral English learning. They get bored with the traditional methods of teaching English and not interested in reading or just reciting the English texts. Therefore, why students have low motivation in learning oral English and how to solve these problems become the key points of improving the researcher‟s English speaking teaching. To be successful in teaching speaking, Dobson (1987) asserts that there are 8 some instructional techniques in improving students‟ speaking skill, such as dialogues, small-group discussion, debate, song, and games. Furthermore, Lorika Malasari and Sri Erma Purwanti (2018) states some advantages of debate techniques are educating students about responsibility, encouraging creativity, motivating students to enjoy speaking activities, etc. Debate is one of the strategies to improve speaking skills. It deals with a form of discussion, and it is a form of arguing ideas between affirmative and negative. It gives students more opportunities to expand debating skills, such as English proficiency, logical and critical thinking, public speaking, and the ability to formulate, present, and defend arguments (Freely, 1969). Maryadi (2008) states that debate can motivate students to think, and they should defend their stand or opinion which is aimed to convince other individuals (p. 16). In relation to the background above, the writer is interested to conduct the study “Using debate to enhance high school students’ motivation in learning speaking skills” as an attempt to enhance teaching and learning speaking skills. Hopefully, this research could make a call to pay due attention to the learning speaking skills of high school‟s students and give a solution to the teaching speaking skills of teachers. 2. Previous research 2.1. In the world Debate is well known as arguing ideas between two opposite sides. In school environment, debate known as one of English competitions is held by many institutions. Debate consists of argument for and against a given proportion. Debate helps students to defend their opinions and express their feeling, so it is a good practice to speak English fluently. Fernandes Arung (2016) describes the implementation of debate technique in teaching speaking and identifies how much students‟ speaking skill improvement after being taught by using debate technique. This study is about classroom action research that had been done in two cycles. The data collection has been done using test and observation. The data from the test and observation that has been taken from every 9 cycle are analyzed quantitatively. The implementation of debate technique in teaching speaking at the second year of SMA Negeri 1 Lasusua in Indonesia is conducted in two cycles including cycle one and cycle two. The participants of this study are 29 students in class XI/IPA 2. The result of this study shows that using debate technique can improve students‟ speaking skill. This is proven by students‟ test score that improved in every cycle. In the first cycle, the students‟ average score is 64 and in the second cycle students got 78,4. Astri and Ouda (2018) explore the use of debate activities which are implemented in an Indonesian high school. The aim of this research is to find out students‟ perception on the use of debate activities in improving students‟ speaking skills. The participants of this research are eight students participating in a debate extracurricular club in a public school. It is a descriptive-qualitative research. The data is collected through observations, questionnaires, and interviews. There are three observations in the debate activities. After that, the researchers distribute the questionnaires to the students. Interviews are conducted with eight students. The research result shows that debate activities enriched students‟ vocabulary, improved students‟ confidence, and helped students to become better public speakers. Another study, Umar (2016) says that the objective of the study is to implement the debate technique and peer assessment to improve the third semester student‟s speaking ability. This study employs classroom action research and it is done in two cycles. There are four meetings in each cycle; three meetings are for the implementation of debate in the teaching of speaking and one meeting is for conducting speaking test. The instruments used to collect the data are: (1) observation checklist, (2) field-note, (3) score sheet, and (4) questionnaire. The result of the research showa that the criteria of success has been reached in cycle 2. There are two aspects determined as the success criteria; score improvement and classroom atmosphere. The result of speaking test shows that the students has made some progress, the average scores raises from 60 in pre-test, 69 in cycle 1 and 75 in cycle 2. These scores indicate that there is an increasing ability from being „fair‟ to being „good‟. The classroom atmospheres are also increasing positively. The result shows that the students gradually can express their thought and opinions in debate practice. 10 This activity encourages the students‟ creativity to explore the language, since they are asked to develop their arguments from certain motions. The motions are made familiar to them so that they find it easy to speak on the topics. By practicing speaking in the debate practice, they improve their fluency as well as their confidence. Astri Wulandari (2017) states that this research is a qualitative research. The participants of this research are eight members of debate extracurricular in SMAN 8 Yogyakarta Indonesia. The researcher conducts three observations in the debate activities. After that, the researcher distributes the questionnaires to the debate members of SMAN 8 Yogyakarta. The researcher also conducts interviews with eight debate extracurricular member. This study found that the students have a positive perception on the use of debate activities in improving speaking skills. All of the respondents agree that debate has helped them to improve their speaking skills: 62.5% strongly agree and 37.5% agree. Also, they all agree that debate has helped them to know many new English vocabularies: 25% strongly agree and 75% agree. In addition, debating activities teach them to speak orderly. They should prepare their speech before speaking in front of the audience. Moreover, the students realized that the implementation of debate activities not only helped them to improve their attitude while speaking in front of public but also gave many advantages in improving their speaking skills. To sum up, there are a lot of previous researchs about the effects of debate teachniques in learning and teaching English of high school students, but none of them shows the result of debate to enhance high school students‟ motivation in learning speaking skills in Viet Tri Industrial High School. So, the writer decided to conduct this study to find out some impacts of debate on enhancing students‟ motivation. 3. Research purposes Aims of this study: - Finding out benefits of students‟ motivation in teaching and learning speaking skills with debate technique. 11 - Based on the current situations and results got from the study, the author give some suggestions to better the effectiveness of teaching speaking through debate and deal with those drawbacks. 4. Research questions Dealing with the above-mentioned rationale above, the writer formulated the research questions as follows: - What is the current situation of using debate in teaching and learning speaking skills of high school students? - How much improved is the high school students‟ motivation improved after using debate in learning speaking skills? 5. Methodology: In order to accomplish this thesis systematically and adequately, the following methods will be used: - Theoretical research method: Studying the related documents to give some knowledge about speaking skills and features of debate. - Investigating methods: Survey questionnaires for students and teachers, ask students and teachers some questions to confirm the results of survey questionnaires. - Mathematical statistical method: Calculating the data collected from survey questionnaires and observation to get the final results. - Experimental method: This method is used to find out about the effectiveness of using debate in enhancing students‟ motivation in learning speaking skills. Experiment is to verify by using debate as tool to drill speaking skills. The research carried out the experiment to comparison then to evaluate the feasibility of using debate as an effective way to develop speaking skills. 6. Data collection instruments: 12 - Survey questionnaires: They are used to collect information about the situation of learning speaking skills. - Classroom observation: It is applied to record information from teachers after course. 7. Participants 20 students of class 10C at Viet Tri Industrial High School in Phu Tho province were randomly selected to participate in the experiment through a pre-experiment questionnaire. They were not specifically selected according to academic ability or a particular criterion. Due to time constraints, the researcher only chose 20 to participate in the experiment, the other students in class would participate in the process of observing, learning and giving comments. 02 English teachers who have been directly teaching at class 10C would act as observers during the experiment and fill in the observation checklists, give the most objective comments on the experimental results. . The teachers are the ones who have been teaching the students, so they understand very well about their students‟ abilities and personalities. Therefore, their comments will be closely based on the changes of students after the experiment. 8. Significance of the research The results of this study are expected to contribute partly to English teaching and learning for high schools in general and Viet Tri Industrial high school in particular. For the English teachers, the use of debate can be one of the effective teaching techniques to enhance the students‟ motivation in learning English speaking skill. For students, the research also helps to make them more interested and improve their language competence in their speaking lesson. 9. Research scope Language competence is a broad topic, due to time constraints, instead of studying in a large context, this study only focuses on small context of high school students at Viet Tri Industrial high school. 13 10. Outline of the study Part A. Introduction Part one is Introduction. This covers the explanation about background of the study and problem statement, aim and objectives of the study, research questions, scope of the study, methodology of the study, significance of the study and thesis organization. Part B: The study Part B will be sub-divided into four chapters. Chapter 1: Literature review This chapter presents theoretical background of speaking skill and extracurricular activities. Those are important factors which help the researcher solved problem in this research. Chapter 2: Methodology In this chapter, the researcher mentions the participants, research method, instruments used, and description about the step to carry out the research. Chapter 3: Findings and meanings In this chapter, the data is analyzed to draw conclusions about the current situation of using debate in teaching and learning speaking skills at Viet Tri Industrial high school and the pedagogical implications in English speaking skills with using dabate technique to enhance the students‟ motivation in learning English speaking skills. Part C: Conclusion 14 PART B: CONTENT CHAPTER 1: THEORETICAL BACKGROUND This chapter presents theoretical background of speaking skill and debate technique. Those are important factors which help the researcher solved problem in this research. 1.1. Literature review 1.1.1. Speaking skills 1.1.1.1. Definition of speaking skills Speaking is a productive skill in the oral mode. It is more complicated than it seems at first and involves more than just pronouncing words. According to Brown (2004) and Harmer (2007), speaking is a productive skill that used to communicate directly with apply various elements of language. To express their ideas or arguments, everyone can speak and use elements of language to deliver clear and understandable information. Speaking skills give the speakers an ability to have verbal interaction effectively. They allow them to convey messages in passionate, thoughtful and convincing manner. They also help to assure that one won‟t be misunderstood by those who are listening. Perhaps a more comprehensive description of speaking comes from Chaney (1998, p. 13) who defines it as “the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts.” Speaking is making use of language in ordinary voice; uttering words; knowing and being able to use a language; expressing oneself in words; making speech (Hornby, 1987). 15 Speaking is a contextual expression from what people think of. When someone wants to speak, they need to select suitable topic, then elaborate the idea in order to make interlocutor understand what is actually being spoken. That how-to-speak guides the speaker of how to express to wheter an argument, narrative, descriptive or other kind of genre (Santosa, 2011). Goh and Burns (2012:13) states that speaking is a combinatorial skill. It requires the ability to filfull the various communicative demands through effcient use of the spoken language. Second language speaking requires knowledge the target language as a system of making meaning and an awareness of the contextual demands of speaking. It also calls for the use of varios skills of using speech effectively and appropriatedly, according to the different communicative purpoeses. They indicated speaking skills include the ability to use a range of strategies to composite for gaps in knowledge and ineffective speaking skills. Speaking skill is very important in the context of English learning. It is because through verbal language, speaking, one enables to express his/her ideas and thoughts and being able to speak is one of the indicators of mastering the language (Fauzan, 2014). According to Ur (1996), speaking seems intuitively the most important: people who know a language are referred to as „speakers‟ of that language, and many if not most foreign language learners are primarily interested in learning to speak. Nunan (1999) argues that the ability to function in another language is generally characterized in terms of being able to speak that language. By learning speaking students can improve their ability to utter their opinions or ideas. Kayi (2006) adds that in this globalization era, speaking is a valuable skill. Furthermore, learning speaking will be useful for students because speaking as a verbal communication is a common way to communicate with each other. Ur (1996) claims that mastering speaking skill is the most important aspect of learning a second or foreign language. In short, learning a language remains incomplete if one does not achieve competence in speaking. There are a lot of definitions of the word “speaking” according to the experts. Brown, Burns and Joyce defines speaking as an interactive process of making meaning 16 that includes producing, receiving, and processing information. Bygate and Martin (1987) believes that speaking is the skill by which they are most frequently judged and thought. Learners often need to be able to speak with confidence. Speaking skill is regarded as the vehicle of social solidary, of social ranking, of professional advancement and business. It is also a medium through which much language is learnt. However, as for Mackey, oral skill “involves not only the use of the right sounds in the right patterns of rhythm and intonation but also the choice of words and inflexions in the right order to convey the right meaning. While Quianthy (1990) defines speaking as the process of transmitting ideas and information orally in a variety of situations. Nunan (2006) defines speaking as the use of language quickly and confidently with few unnatural pauses, which is called fluency. From the explanation above, it can be concluded that speaking is the ability to produce the language and share their ideas. 1.1.1.2. Factors effecting students’ speaking skills In this section, some studies pertinent to the factors influencing speaking skill are reviewed. Park and Lee (2005) investigates the connection between second language learners‟ anxiety, self-confidence, and speaking performance. One hundred and thirty-two Korean learners participated in this research. The results obtained from this research showed that students‟ anxiety level has a negative relationship to their oral performance. Boonkit (2010) carries out a study on the factors increasing the development of learners‟ speaking skill. The results represent that the use of appropriate activities for speaking skill can be a good strategy to decrease speakers‟ anxiety. The results also reveal that the freedom of topic choice urges the participants to feel comfortable, persuade them to speak English, and increase the speaking confidence among EFL learners. Ali and Savas (2013) carry out a study towards teachers‟ beliefs on speaking skills based on motivational orientations. The results of their study indicate that the 17 teachers have negative opinions about speaking instruction though they believe that it is of great significance in speaking skill. The results also reveal that the teachers feel unskilled in oral communication though they have various motivational orientations towards speaking English. The researchers indicate that learners have different opinions about the significance of speaking skill in the English language and this difference is related to the learners‟ motivational orientations and their competent/incompetent feelings in speaking skill. The results demonstrate that learners‟ self-assessment about their speaking skill is negative and they express themselves as incapable speakers of English. Just some of them express that they have a good position in taking part in speaking tasks. Tanveer (2007) examines the factors that cause anxiety for learners in learning speaking ability and the impact of anxiety on target language communication. The obtains results indicated that learners‟ feeling of stress and anxiety stop their language learning and performance abilities. The researcher emphasizes that high anxiety lowers the learners‟ speaking performance. Urrutia and Vega (2010) demonstrate that learners‟ oral performance is influenced by their lack of vocabulary, diffidence, and fear of being despised. It is also indicated that learners‟ cooperation, self-confidence, vocabulary knowledge, and the class environment encourage them to improve their speaking skills. Prieto (2007) performs a study about cooperative learning tasks. The findings of her study show that one way to improve a speaking skill is to interact with others, learn from others, and the choice of the topics based on the learners‟ interests to encourage them. Bozorgian (2012) investigates the relationship between listening skill and other language skills. The results reveal that there is a close correlation between listening comprehension and language proficiency. That is, the higher the listening score, the better the speaking score. Lukitasari (2003) carries out a study of learners‟ strategies in overcoming their speaking problems. The results obtained from this study show that learners face a lot of speaking difficulties such as inhibition, nothing to say, low participation, and mother tongue use in their speaking classes. The other result of this study demonstrates that learners do not better their speaking skill because they have 18 not learnt three components of speaking called vocabulary, grammar, and pronunciation. There are some following factors impact to students‟ speaking skills. The first factor is pertinent to performance conditions. Learners carry out a speaking activity under different conditions. Performance conditions impact speaking performance and these conditions involve time pressure, planning, the quality of performance, and the amount of support (Nation & Newton, 2009). The second factor is related to affective ones. Oxford (1990) says that one of the important factors in learning a language is the affective side of students. According to Krashen (1982), a lot of affective variables have been connected to second language acquisition and motivation, self-confidence, and anxiety were the three main types that have been investigated by many researchers. Listening ability is the third factor. Doff (1988) says that learners cannot improve their speaking ability unless they develop listening ability. Learners should comprehend what is uttered to them to have a successful dialogue. Shumin (1997) represents that when students talk, the other students answer through the listening process. Speakers have the role of both listeners and speakers. It can be concluded that students are not able to reply if they cannot comprehend what is told. That is to say, speaking is very closely related to listening. Topical knowledge is the fourth factor. Bachman and Palmer (1996) define it as the knowledge structures in long term memory. That is, topical knowledge is the speakers‟ knowledge of related topical information. It enables students to apply language concerning the world in which they live. Bachman and Palmer assert that topical knowledge has a great impact on the learners‟ speaking performance. The fifth factor is related to the feedback during speaking activities. A lot of learners expect their teachers to give them the necessary feedback on their speaking performance. According to Harmer (2007), the decisions that instructors adopt towards their learners‟ performance depend on the stages of the lesson, the tasks, and the kinds of mistakes they make. Harmer also continues that if instructors directly correct their 19