The Effectiveness Of Critical Debate To Teach Speaking Viewed From Students’ Self-Confidence (An Experimental Research in the Fourth Semester of English Department of Teacher Training and Education Faculty of Borneo University Tarakan in the Academic Year

Oleh :
Firima Zona Tanjung - S891102016 - Sekolah Pascasarjana

This research aims at finding out whether: (1) critical debate is more effective than three-step interview to teach speaking; (2) students who have high self-confidence have better speaking skill than those who have low self-confidence; and (3) there is an interaction effect between teaching techniques and students’ self-confidence on the students’ speaking skill. This research is an experimental research. The population is the students of the fourth semester of English Department of Teacher Training and Education Faculty of Borneo University Tarakan in the academic year of 2011/2012. Total sampling was used to get the sample. The sample used in this research was 48 students covering 24 students of class A as the control group and 24 students of class B as the experimental group. The techniques of collecting data in this research were questionnaire and speaking test. Before the treatment was given, the tryout of the questionnaire was done in order to test its validity and reliability. After nine meetings, the researcher conducted speaking test. Having got the research data, the researcher analyzed the data using descriptive statistics to find out mean, mode, median, and standard deviation and inferential analysis to test the research hypotheses. Then, the researcher used normality test and homogeneity test before testing the research hypotheses. Then, the researcher used ANOVA test (a 2 x 2 multifactor analysis of variance) and Tukey test to test the research hypotheses. Based on the result of this research, the findings are: (1) critical debate is more effective than three-step interview to teach speaking; (2) the students who have high self-confidence have better speaking skill than those who have low self-confidence; and (3) there is an interaction effect between teaching techniques and students’ self-confidence on the students’ speaking skill. Referring to the findings above, it can be concluded that critical debate is more effective than three-step interview to teach speaking to the students of the fourth semester of English Department of Teacher Training and Education Faculty of Borneo University Tarakan. The effectiveness of the teaching technique is influenced by the level of students’ self-confidence. Dealing with the above result, the teacher is expected to apply critical debate to teach speaking. Keywords: CRITICAL DEBATE, Three-Step Interview, Speaking, and Self-confidence