T H E I M P L E M E N TAT I O N O F

D E B AT I N G I N T E A C H I N G
SPEAKING SKILLS
– A S A M P L E O F 1 0 A 2 – L A M S O N G I F T E D H I G H S C H O O L

LE HONG NHUNG
I. INTRODUCTION

Speaking
English
skills

Debating
1. BACKGROUND OF THE STUDY

• One of the international languages becoming a mean of communication among people around the world
• Linguistic competence and linguistic performance.
English

• Speaking skills is very important in the context of English learning. The ability to function in another language is generally characterized
in terms of being able to speak that language (Nunan, 1999)
• The students have problems in speaking English due to reluctance, hesitation, fear of making mistakes, or lack of adequate vocabulary
Speaking skills (Fauzan, 2014)

• A formal method of interactive and representative argument engaging students in a variety of cognitive and linguistic ways (Krieger, 2005)
• An effective technique for strenghthen students’ speaking and critical thinking abilities (Ebada, 2009)
Debating
2. PURPOSE OF THE RESEARCH
 To investigate the procedures of teaching English speaking skills using debate technique.

 To find out the effects of debate implementation on the students’ speaking ability.

 To describe the strengths and weaknesses of conducting debate technique in teaching English
speaking skills.
3. RESEARCH QUESTIONS
a. What are the procedures of teaching speaking using debate?

b. Is there any effect of conducting debate technique in teaching speaking skills on the students’
speaking ability?

c. What are the strengths and weaknesses of the implementation of debate technique in
teaching speaking skills?
4. METHODOLOGY
A series of procedures teachers can engage in because they wish to evaluate the success and/or
appropriacy of certain activities and procedures (Harmer, 2002)

Classroom Action Research

(CAR)

It consists of planning, action, observation and reflection, which are conducted like spiral
(Arikunto et al, 2008)

The researcher collected data from classroom observation and questionaire survey.
The objects of observation were students’ activities in English language classroom (Class 10A2,
Lam Son gifted high school)
4. METHODOLOGY
Online Questionaire Survey:

1. How do you feel about our debate lesson on plastic surgery?

2. Do you think debating benefits you?

3. Tell me shortly about its benefits to you.

4. Do you think that those kinds of activities help you to improve your speaking skills?

5. From your perspectives, which aspects of your speaking skills can be improved through English debate?

6. In your opinion, which part of the lesson do you feel unsatisfied with?
5. SCOPE OF THE RESEARCH
 The subject of the stufy is limited to Class 10A2, Lam son gifted high school, which contains 36
students.

 The object of this study is focused on teaching speaking using debate method.
6. SIGNIFICANCE OF THE STUDY
 The result of this study is expected to give some contributions to the teachers where they
may choose new alternative in teaching and learning process of speaking.

 This research will be valuable to the students.

 They will improve their speaking competence.

 They could socialize spoken English among them.

 Debate will be a medium to implement their creativity.

II. LITERATURE REVIEW
1. Speaking

• Speaking is an interactive process in which an

individual alternately takes the roles of speaker
Definition
and listener, and which includes both verbal and
non-verbal component (Mead & Rubin, 1985)

• Pronunciation
• Grammar
Components • Vocabulary
• Fluency
• Comprehension (Harris, 1974: 81)
II. LITERATURE REVIEW
2. Teaching speaking

• Produce the English speech sounds and sound patterns

• Use word and sentence stress, intonation patterns and
the rhythm of the second language.
• Select appropriate words and sentences according to
the proper social setting, audience, situation and subject
matter.
Definition • Organize their thoughts in a meaningful and logical
sequence.
• Use language as a means of expressing values and
judgments.
• Use the language quickly and confidently with few
unnatural pauses, which is called as fluency. (Nunan,
2003)
II. LITERATURE REVIEW
2. Teaching speaking

Goal • To improve students communicative skill

• Be aware of difference between second language

and foreign language in learning context
• Give students chance to practice with both
fluency and accuracy
• Provide opportunities for students to talk by
Principles using group work or pair work
• Plan speaking tasks that involve negotiation for
meaning
• Design classroom activities that involve guidance
and practice in both transactional and
interactional speaking (Nunan, 2003: 54)
II. LITERATURE REVIEW
2. Teaching speaking

• Discussion
• Information Gap
• Storytelling
• Games
• Interviews
Techniques • Dialogue
• Role play
• Stimulations
• Story completion
• Reporting
• Using Debate Technique (Nunan, 2003: 56)
II. LITERATURE REVIEW
3. Debate
 The process of presenting idea or opinion which two opposing parties try to defend their
ideas or opinions (Krieger, 2005).
 Debate forces students to think about the multiple sides of an issue and it also forces them to
interact not just with the details of a given topic, but also with one another (Halvorsen, 2005)
 Debate is contrasted with discussion (Inoue, 1996)

DEBATE DISCUSSION
Participants argue for and against the pre-fixed Participants look for a solution to a problem
proposition
Two alternatives Multiple alternatives
Strict rules about time and order of speeches Less formal rules
The decision is made by a third party based on the The purpose is to reach an agreement among
arguments presented by the affirmative and the participants.
negative sides
II. LITERATURE REVIEW
3. Debate
 According to Dobson (1974), there are eight steps in debate procedure:
Describe the topic debate and dividing the class.
Present the list of expressions of giving opinions, agreeing, disagreeing (if neccesary)

Preparation (7-10 min) – Introductory Remarks Team A/ Team B (3-5 min each)
- first arguments; in turns

Preparation (7-10 min) – Rebuttal Team A/ Team B (3-5 min each)

- response to first arguments; in turns

Preparation (5 min) – Open discussion (simultaneous) (7-10 min)

- Interactive discussion of the introduction and rebuttal points

Preparation (5 min) - Conclusion

- restatement of the strongest arguments from all previous stages; in turns

Moderator’s comments
II. LITERATURE REVIEW
3. Debate
 The role of the teacher in conducting debate technique is very important (Alasmari, 2012)

• Gives explanation to students, make them understand about debate and also the way to do debate well.
• Explains how will be done.
Moderator • Gives the topics which will be used in debate.
• Be available to students during preparation stage to offer vocabulary, expressions, etc.

Motivator • Supports the students and makes the students believe that their activities will be useful in daily life

• Whe the debate is begun, the teacher observes the activities of the students in debate
Observer • The teacher acts as a “Passive person” while the debate is going on. Specifically, the teacher makes note
about the students’ activities which will be used to give comments when the debating process is ended.
II. LITERATURE REVIEW
3. Debate
 Benefits of using debate in EFL classroom (Bellon, 2000):

Improve students’ critical, analytical and constructive thinking

Develop students’ communication skill

Cultivate abilities to analyze a problem, to make logical claims, to find fallacies

Boost students’ confidence and develop their language fluency and academic study skills

Cultivate desirable attitudes such as interests in social issues, fair play and coorperation

Promote autonomous learning and reinforce collaboration and co-operation by having students work in pairs or teams to share
ideas, resulting in a dynamic learning environment.
II. LITERATURE REVIEW
3. Debate
 Drawbacks of using debate in EFL classroom (Bellon, 2000):

Debates can be hurtful

Repetition of an opinion increases its popularity

Assigned positions to student debaters significantly interfered with students’ abilities

to come to their own conlusions based on their research

Confirmation bias can occur

II. LITERATURE REVIEW
3. Debate
 Assessment
Fachrurrazy (2011: 82) divides as aspects of speaking to be assessed as:

Ideas/
Fluency
comprehension

Accuracy
Diction (pronunciation,
(choice of words) stress, intonation,
grammar)

Scale: 4 (excellent), 3 (good), 2 (fair), 1 (poor) for each point. Those scores are totaled as the final
score.
III. A SAMPLE OF USING DEBATE IN TEACHING
SPEAKING SKILLS
Class 10A2 – Lam Son gifted high school
No. In group 36
Level B1 – B2 (CEFR)
Topic Plastic Surgery
General aims Develop ability to express opinions and justify opinions
Specific learning outcomes By the end of the lesson, students will be able to:
for the session - understand some terms relating plastic surgery such as breast
reduction, liposuction, etc.
- discuss about positive and negative aspects of plastic surgery and
express their own opinions.
- have an awareness of debating
Anticipated problems - Students might be reluctant to discuss about the controversial
topics.
- Some students might be reticent to speak.
III. A SAMPLE OF USING DEBATE IN TEACHING
SPEAKING SKILLS
Procedur Pre-debating The teacher let students activate their schemata about physical
e attractiveness and led them to the topic of plastic surgery.
The teacher pre-taught new vocabulary relating to plastic surgery after
having students brainstorm types of plastic surgery.
The teacher provided students with a range of debate language
including expressions of giving opinions, agreeing, disagreeing and
interrpting.
The teacher explained about debate and how a debate is conducted.
The teacher introduce the debate topic: Plastic surgery
The teacher devided the class into 6 groups:
• 3 groups – FOR – Team A
• 3 groups – AGAINST – Team B
Either affirmative or negative teams were decided by lucky draw.
III. A SAMPLE OF USING DEBATE IN TEACHING
SPEAKING SKILLS
Procedure While-debating • Students were given a 7-10 min preparation to discuss about their
argument and build a case.
• The teacher chose three representatives from each team (A & B) to give
their introductive remarks as their first arguments. Each team was given
3-5 min to share their opinions and present their arguments.
• Each representative team was given 7-10 min to prepare their rebuttal
(response to first arguments)
• Each team was given 3-5 min for the rebuttals.
Both teams were given 7-10 min for a simultaneously open discussion -
Interactive discussion of the introduction and rebuttal points.
Each team was given a 5 min preparation for their restatement of the
strongest arguments from all previous stages.
Moderator’s comments (expressing the opinions on which side made the
case most convincingly)
Post-debating The teacher asked students to write a For and Against Essay (250 words) on
plastic surgery using the arguments mentioned in previous stages
IV. FINDINGS
1. Strengths

 In teaching-learning process, students joined the classroom debate enthusiastically. They enjoyed
the given debatable topic and paid much attention to the lesson.

 The researcher felf that the implementation of debate in teaching speaking was successful.

 Debate is an interesting activitity where students have a lot of opportunities to practise speaking in
English speaking class, which contributes to the improvement of communication skills.

 Students also had active involvement during the debate process in order to defend their opinions.

 Debate also promoted autonomous learning and reinforce collaboration and co-operation by having
students work in pairs or groups to share ideas, resulting in a dynamic learning environment.
IV. FINDINGS
2. Weaknesses

 In teaching-learning process:

 Some students still felt confused of debating and hesitant to speak in front of the whole class.

 Time allocation is a problematic issue.

 Teaching speaking skills through debating is exceptionally challenging.

 The controversial topics may lead to embarrassment or friction in the classroom. Specifically,
many students could feel threatened or even demeaned by views that challange their perceived
rights or sense of identity.
IV. FINDINGS
3. Recommendations

 The teacher should restrict the preparation time and debate time so that each team has
sufficient time to express their opinions and present their rebuttals when time is ended.

 Besides, the teacher should take a control of the whole class to ensure that every student
joins the debate ( as both a debater and an audience)

 The teacher should give detailed explanation of the debate procedure to the students.

 As a teacher, you should remain neutral throughout any discussion, seeking only to encourage
students to express their views.
V. CONCLUSION
 The use of debate technique has been advocated in teaching speaking process. Typically, debate
is highly appropriate to be implemented to improve speaking skills.

 Students had the opportunities to practise speaking and have active involvement in debate.

 Students worked exceptionally coopertative to defend their opinions and they were more
active to speak in classroom.

 Teaching speaking through debate can be enjoyable for both the teacher and students.
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