AREL TO ENHANCE STUDENTS’ SPEAKING SKILLS IN DEBATING
DOI:
https://doi.org/10.35194/jj.v6i2.413Abstract
Speaking skill is believed as an essential part of language instruction at every level because it supports learning in multiple ways. Debate is considered as the best method to enhance students‟ speaking skills that used to construct the argument, create the logic idea, work in group, sharing knowledge and arrange the information to be delivered in debating. This is a qualitative research focuses on AREL to enhance the students‟ speaking skills in debating. The aims of this research are finding out the implementation of AREL in debating; investigating how AREL reflected on students speaking performance and revealing the obstacles faced by teacher and students in applying AREL. The research was conducted in a senior high school and involved tenth-grade students who became a delegation in each class as the candidates to compete in the debate competition in Cianjur. The instruments used for this research were observation, questionnaire, and interview. Moreover, there were stages in implementing AREL included: introducing debate of WSDC, implementing AREL (Assertion, Evidence, Reason, and Link-back), giving a stimulant, and constructing the argument. By using AREL in debating, the students became confident to speak English and got a lot of benefits from the debate not only for their speaking skills but also advancing their critical thinking. They showed their ability to explore the argument by giving a logical reason and strong evidence in order to elaborate on their argument. It was also reflected in the students speaking performance including conversational discourse, pronunciation, accuracy and fluency, affective factors, and the interaction effect. However, AREL is difficult to apply for students with insufficient ability in reading information and constructing or arranging their speech. In addition, the students were still in tenth grade and it was also such an obstacle because their speaking skill is still low. Furthermore, the students have more obstacles in their speaking skills such as memorization, anxiety, less vocabularies, and grammatical error.
References
Brown, H D (2001) Teaching by principles: An Interactive Approach To
Language Pedagogy. Englewood Cliffs, NJ: Longman.
Burns, A., &Joyce, H. (1997). Focus on Speaking. Sydney: National Center for English Language Teaching and Research.
Chamot, A. U., & O‟Malley, J. M. (1994). The CALLA handbook. New York:
Addison-Wesley.
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson.
Dardjowidjojo, S. (2005). Psikolinguistik: Pengantar Pemahaman Bahasa
Manusia. Jakarta: Yayasan Obor Indonesia.
Davidson, B. (1995). Critical thinking education faces the challenge of Japan. Inquiry: Critical Thinking Across the Disciplines, 17(3), 33-
Hornby, A S. (2006). Oxford Advanced Learner’s Dictionary of Current English.
London: Oxford University Press.
Krieger, D. (2005). Teaching Debate to ESL Students: A Six-class Unit. The Internet TESL Journal, 11(2).
Muhammadin, F. M. (2014). Handbook For Competitive Debating: Asian Parliamentary Format. (& R. Fadzila, Afri, Ed.) (Third Edit, Vol. Third Edit). Yogyakarta: Jogja Debating Forum.
National Speech & Debate Association. (2009). Argument construction. West Des Moines, USA: National Forensic League.
Nesbett, R. E. (2003). The Geography of Thought. New York: The Free Press.radiant thinking to maximize your brain‟s untapped potential (pp. 53−58). New York, New York: Penguin.
Nunan, D. (1991). Language Teaching Methodology. New York: Prantice Hall Interra.
21
Pally, M. (2000). Sustained Content Teaching in Academic ESL/EFL: A Practical
Approach. Boston, Massachusetts: Houghton Mifflin.
Richard, J C. (1990). The Language Teaching Matrix. Cambridge: Cambridge University Press.
Schools, W., Championship, D., Schools, W., & Schools, W. (2015). Introduction to WSDC Format . English-Speaking Union.
Sonnreich, T. (2012). Monash Association of Debaters Guide to Debating Tips, Tactics, and First Principles (2012 edition). Monash Association of Debaters‟ (MAD).
Snier, A., Schnurer, M. (2002). Many Sides: Debate across the Curriculum International Debate Education Association. New York.
Published
Issue
Section
License
I. Transfer of copyright
By execution of the present Statement Author transfers copyright and assigns exclusively to Publisher all rights, title and interest that Author may have (for the extent transferable) in and to the Article and any revisions or versions, but not limited to the sole right to print, publish and sell the Article worldwide in all languages and media. Transfer of the above rights is referred to as those of the final and published version of the Article but does not restrict Author to self-archive the preprint version of his/her paper.
II. Rights and obligations of Publisher
The Publisher rights to the Article shall especially include, but shall not be limited to:
Ability to publish an electronic version of the Article via the website
Distribution provided by or through joepallt from time to time, selling the Article world-wide (through subscriptions, Pay-per-View, single archive sale, etc.)
Publishing the Article in the printed Journals as listed on the official Website of Publisher
Transferring the copyright and the right of use of the Article.
Taking measures on behalf of the Author against infringement, inappropriate use of the Article, libel or plagiarism.
Publisher agrees to send the text of the Article to the e-mail address of Author indicated in the present Statement for preview before the first publishing either in paper and/or electronic format (Proof). Author shall return the corrected text of the Article within 1 week to the Publisher.
III. Rights and obligations of Author
The Author declares and warrants that he/she is the exclusive author of the Article or has the right to represent all co-authors of the and has not granted any exclusive or non-exclusive right to the Article to any third party prior to the execution of the present Statement and has the right therefore to enter into the present Statement and entitle the Publisher the use of the Article subject to the present Statement.
By executing the present Statement Author confirms that the Article is free of plagiarism, and that Author has exercised reasonable care to ensure that it is accurate and, to the best of Author's knowledge, does not contain anything which is libelous, or obscene, or infringes on anyone copyright, right of privacy, or other rights.
The preprint version is the Authors' manuscript or the galley proof or the Authors' manuscript along with the corrections made in the course of the peer review process. The Authors' right to self-archive is irrespective of the format of the preprint (.doc, .tex., .pdf) version and self-archiving includes the free circulation of this file via e-mail or publication of this preprint on the Authors' webpage or on the Authors' institutional repository with open or restricted access.
For any disputes arising from or in connection with the present Statement Parties agree in the exclusive competence of joepallt's publisher
Date and place of signature
