Applying debate technique to help the 12th form students at tan ky high school to improve speaking skill

As a result,although a good performance in English requires students to be competently in allaspects: reading, writing, speaking and listening, English teachers are expected tofocus on g

PART I: INTRODUCTION

This part discusses the rationale of the study, the aims, the research questions,the significances and the scope of the study The methods and the design of theresearch are also presented in this part

I. Rationale of the study

While there are hundreds of different types of languages spoken in hundreds

of countries resulting in the language barriers, English serves as a bridge toconnect people all over the world English is certainly the most commoninternational language in the globe due to the fact that English is used in manysectors including Economy, Policy, Diplomacy, Tourism, Medicine, Science andTechnology, etc Therefore, learning English as a second language or foreignlanguage are very fundamental especially for Vietnamese students at universities,for the ability to speak English is one of the principle requirements of employeesand stakeholders alike to meet the demands of the global economy Additionally,

in accordance with the National Ministry of Education in Kepmendiknas No.22/2006 who states that English is a tool for communicating both in written andoral, we may conclude the main goal of study English in school is as a preparation

of communicating with other people, in any context, when English is required Offour main skills named speaking, writing, reading and listening, Bailey (1993)says that speaking is the center skill and the most demanding As a result,although a good performance in English requires students to be competently in allaspects: reading, writing, speaking and listening, English teachers are expected tofocus on guiding their learners to master speaking ability fluently and correctly.Nowadays, more and more people desire to become skilled at English speaking.However, at many high schools and universities in Vietnam in general and Tan KyHigh school in particular, speaking English is not a favorite skill In fact, last year,the researcherdiscovered that many students were quite passive in speaking classesand seemed to be shy to share ideas with other students or the teacher.Furthermore, they seem to not be interested in speaking lessons Hence, to speakEnglish precisely and fluently turns out to be a big challenge indeed This findingwas supported by ideas from the students and some other teachers who teachEnglish at Tan Ky High school that speaking classes were often ineffectivebecause students rarely interact in English

Among some activities enriching students’ ability to speak English like:game and role-play in CLT (Communicative Language Teaching) accordance toLittlewood (2008) or in order to raise the students’ voice in the speaking classes,various activities have been suggested for English speaking class such as groupwork, discussion, pair-work, simulation and games (Kayi, 2006; Nunan, 2003;Burns, Anne and Joyce, 1997) Debate is one of these techniques and is not the

new one but it helps to develop strong listening skills, self-confident (Bradley,1959) Maryadi (2008) states that debate can motivate students thinking, moreover

if they must defend their stand or opinion which is in contradiction with conviction

of them This strategy can involve all students to be active, not only debateperformer One study reveals that debate tends to encourage students to use theirlinguistic knowledge in real communication context and situation, especially inoral communication; it increases their ability and capability in speaking English(Mabrur, 2002) But, debate technique hasn’t been used widely and frequently forteaching speaking at Tan Ky High school

All reasons mentioned above have inspired the researcher to carry out thestudy titled “Applying debate technique to help the 12th form students at Tan

Ky High school to improve speaking skill”

II. Aims of study

The main aims of the study are:

* To investigate the effectiveness of using the debate technique in developingstudents’ speaking ability in speaking classes

* To the students’ perception toward the speaking classes in which teacher use debate as a teaching technique

III. Research questions

In order to achieve the aims mentioned above, some questions are formulated asfollow:

1) Whether or not using debate technique in teaching speaking can improve speaking skills of the 12th grade students at Tan Ky High school?

2) What are the students’ perceptions toward debate in speaking lessons?

IV.Significance of the Study

The present research is believed to have several significances for theoretical,practical, and professional benefits

teaching process, especially by using debate.

* Professional benefit

The research problem can help teachers to improve the quality of teaching,students’ relationship, and to create an interesting study environment in Englishspeaking classroom

This innitiative helps the writer to develop her knowledge and experience incomposing academic writing

V The scope of study

Due to the limitation of time and the researcher’s knowledge, the object ofthis study is focused on teaching speaking using debate method in a few speakingclasses of twelveth grade students at Tan Ky High school (class 12C1 and 12C9)

VI Methods of the study

In order to set up a firm theoretical background for the study, relevantpublications are critically reviewed

Experimental Method was applied to answer the research questions

To collect the data, the following techniques have been applied: Surveyquestionnaire , speaking oral tests( namely pre-test and post-test), video-basedobservation

VII Population and sample

1 Population

The population of this research was the twelveth grade students in two classes(12C1 &12C9) in Tan Ky High school

2 Sample

On the whole, the participants of this study:

1 Applying lesson plans using debate technique : class 12C9

2 Teaching without using debate technique : class 12C1

VIII Design of research work

The research work has four main parts: Introduction, Development,

Discussions and Findings and Conclusion

1 Part 1: The “Introduction” consists of the rationale, the objectives, the scope, the significance, the method and the design of the study

2 Part 2: The “ Development” consists of two chapters:

a.Chapter one is entitled “Literature Review” This chapter reviews the previousstudies, the literature review in brief, the definition of speaking English, teachingspeaking, as well as the definition of debate, the advantages and disadvantages ofusing debate in teaching speaking English

b Chapter two is entitled “Methodology” It describes the research method used inthis research It is composed of the description of the subjects and procedures ofmaking research

3 Part 3: The “Discussions and Findings” presents the result of research andthe analysis of the data

4 Part 4: In the “Conclusion” the researcher gives a brief summary of thestudy and also provide some limitations and suggestions based on the findings aswell

PART II: DEVELOPMENT CHAPTER ONE: LITERATURE REVIEW

This chapter involves the literature review in brief, some issues related tospeaking English, teaching speaking English and debate

I.1 Speaking English

I.1.1 Origin of speaking English

Of all four key language skills, speaking is deemed to be the most important

in learning a second or foreign language It is explained in various ways by anumber of experts

According to Brown and Yule (1983), speaking is the skill that the studentswill be judged upon most in real-life situations It is an important part of everydayinteraction and most often the first impression of a person based on his/her ability

to speak fluently and comprehensively

Speaking can be defined as a communicative procedure focusing onmeaning construction that engages in creating, obtaining and processinginformation (Burns & Joyce, 1997) Speaking ability though refers to verbalcommunication ability in a practical, functional and precise way using the targetlanguage Speaking is an important skill and the main key to communication forboth ESL/EFL learners and teachers

Chaney (1998) stated that speaking is the process of building and sharingmeaning through the use of verbal and non-verbal symbols in a variety of contexts

According to Scoot (2005:79) “Speaking is consider as the productive andoral skill Speaking is a cognitive skill, is the idea that knowledge became increaseautomatically through successive practice”

According to Nunan (2003:48) “Speaking is the productive oral skill Itconsists of producing systematic verbal utterance to convey meaning”

Alternatively, Nunan (1999: 216) indicates that speaking requires learners tonot only know how to produce specific points of language such as grammar,pronunciation, or vocabulary ("linguistic competence"), but also understand when,why, and in what ways to produce language ("sociolinguistic competence")

Adopted these previous definitions, the researcher can conclude that speaking is aprocess of sharing with others knowledge, interest, attitudes, opinions or ideas.And speaking skill is the ability to say, to address, to make known, to use or beable to use a given language in the actual communication.

In the light of these highlighted definitions, the researcher can compose anoperational definition of speaking skill in this study as speaking is the ability toproduce meaningful utterance or discourse orally to address other people and to beaccurate in using grammar and vocabulary

I.1.2 Teaching speaking English

Many teachers agree that students should learn to speak the second language byinteracting with others So, students should master several speaking componentssuch as comprehension, pronunciation, grammar, vocabulary, and fluency In brief,English teachers should be creative in developing their teaching/ learning process

to create good atmosphere, improve the students' speaking skill, give attention tothe speaking components, and make the English lesson more exiting For thisreason, the English teacher should apply appropriate methods and techniques ofteaching speaking The method used by the teacher is communicative approach

In general, to communicate is to express a certain attitude, and the type of speechact being performed corresponds to the type of attitude being expressed Forexample, a statement expresses a belief, a request expresses a desire, and anapology expresses regret As an act of communication, a speech act succeeds if theaudience identifies, in accordance with the speaker's intention, the attitude beingexpressed which is realized in the language Therefore, some researchers andexperts have tried to assign the notion of teaching speaking like Nunan (2003:48)who has clarified it as to teach English language learners to:

1 produce the English speech sounds and sound patterns;

2 use words and sentence stress, intonation patterns and the rhythm of the second

language;

3 select appropriate words and sentences according to the proper social setting

situation and subject matter;

4 organize their thoughts in a meaningful and logical sequence;

5 use language as a means of expressing values and judgments, and

6 use language quickly and confidently.

Nunan (2003: 55, 56) also proposes five principles for teaching speaking Below are the descriptions:

a Be aware of the differences between foreign language and second language learning context.

Personally, teaching speaking is the way for students to express theiremotions, communicative needs, interact with other people in any situation, andinfluence the others For this reason, in teaching speaking skill it is necessary tohave clear understanding involved in speech

While foreign language context is one where the target language is not thelanguage of communication in society, second language is

b Give students practice with both fluency and accuracy.

Accuracy is the extent to which students’ speech matches what peopleactually say when they use the target language Fluency is the extent to whichspeakers use the language quickly and confidently, with few hesitations orunnatural pauses, false starts, word searches, etc Teacher must provide studentswith fluency-building practice and realize that making mistakes is a natural part oflearning a new language

c Provide opportunities for students to talk by using group work or pair work, and limit teacher talk.

It is important for us as language teachers to be aware of how much we aretalking in class so we do not take up all the time the students could be talking Pairwork and group work activities can be used to increase the amount of time thatlearners get to speak in the target language during lessons

d Plan speaking tasks that involve negotiation for meaning.

Learners make progress by communicating in the target language becauseinteraction necessarily involves trying to understand and make teacher understood.This process is called negotiating for meaning It involves checking to see if youhave understood what someone has said, clarifying your understanding, andconfirming that someone has understood your meaning

e Design classroom activities that involve guidance and practice in both transactional and interactional speaking.

When we talk with someone outside the classroom, we usually do it forinteractional or transactional purposes Interactional speech is communicatingwithsomeone for social purposes Transactional speech involves communicating to getsomething done, including the exchange of goods and/or services

I.2 Debate

I.2.1 Understanding debate

Debate is well enough known as arguing ideas between two opposite sites demandsstudents to be able to defend their opinions so it requires good ability to speakEnglish well.

A debate is about the real or simulated issue The learners’ roles ensure thatthey have adequate shared knowledge about the issue and different opinions orinterest to defend At the end of activity, they may have to reach a concretedecision or put the issue to a vote (Littlewood, 1981)

As Quinn (2005) said in his book, Debate, “debating give you chance to

meet new people and new ideas Best of all, you have the opportunity to stand upand argue with someone in public, in a stimulating and organized dispute aboutreal issues” (p.1) It means that facilitates student to discuss their ideas and try toconvince people Debating is an important and interesting way to discuss issuesfacing our society Students have to speak with some evidences and defend theiropinions to win the debate Debate allows students to know many different peoplewith different ideas

Another opinion comes from Mulholland (2002) that in a formal debate, astrong developed personal need and strong social preference are presented formanageable agreement and disagreement The two intertwined and affect theformulation of a very high proportion of speech behaviors produces in interaction

It means that debate has a huge amount of interaction role among people becausepeople want a confession of ideas about disagreement In presenting theconfession, the debate will strongly show their characteristic of speech behaviorsduring interaction

Based on opinions above the researcher can assume that debate is a morecommunicative interaction that involves opposite point of views and builds criticaland strong characteristics In form of classroom debate, it presents opportunitiesfor students to engage and use extended chuck of language for a purposetoconvincingly defend one side of an issue Debates are most appropriate forintermediate and advanced learners who have been guided in how to prepare forthem Debate is an activity in which students take up positions on issue and defendtheir position; therefore to prepare students for debate, teachers have to make surethat students have been given all the necessary information in order to research andpresent their side of the issue

I.2.2 The benefits of debate

Some people believe in debate as training for law or politics Actually for thevast majority of debaters, participating in debate is about training for everyday life.Debating can be the ultimate multi-task school activity since it involves research,writing, speaking, listening and teamwork Adapted from a journal by Kennedy,

in the areas of mastering the content and active engagement, developing criticalthinking skill, oral communication skills and empathy.

a Mastering the content and active engagement Students learn more

affectively by actively analyzing, discussing and applying content in meaningfulways rather than by passively absorbing information Students learn best whenapplying what they are learning In the class, debate cultivates active engagement

of students and placing the responsibility of comprehension for individual andteamwork Debate encourages students to re-read and re-think both their own andthe opposing position more intensely than is necessary to repeat lecture material.The students’ approach dramatically changes from a passive approach to an activeone Through debate, students can improve their comprehension toward the issues

b Developing critical thinking skills Because debate requires listeners and

participants to evaluate ideas, it develops higher-order psychological functions aswell as critical thinking skills The lower order thinking skills of knowledge,comprehensions and application focus on rote learning or what students shouldthink, whereas the higher order thinking skills of analysis, synthesis and evaluatefocus on how to think

c Oral communication skills Students with debate experience are significantly

better at employing the three communication skills: analysis, delivery andorganization The students receive extensive criticism and feedback and measureagainst established educational standards so they have to show fluent explanation,exact pronunciation and use correct grammar Implementing debate in speakingclass can help students to achieve over standards

d Developing empathy When students debate they listen to both sides of the

argument They do see both sides, rather than just seeing it from one point of view.Debate is one way to minimize instructor bias By learning both side of acontroversial topic, student are more open-minded and better able to see anotherperson’s view debate also provides opportunities to developing empathy asstudents give consideration to various viewpoints

I.2.3 The disadvantages of debate

In the learning process, debate has limitations too According to Malley andPierce (as cited in Rubiati, 2010), there are many disadvantages of debate whileusing it in the classroom Firstly, debate technique only can be used for specificsubjects, such as subjects that are concerned with agreeing and disagreeing andgiving argument Secondly, debate needs a long times for preparation Muchpreparation is needed in debating in order to make sure that the debate runs well.Students should prepare their arguments before the debate to make it easier forthem to attack the opponent’s opinion Finally, it requires the students to becontrolled in defending their argument Many students can’t control their emotion

when they defend their opinions Although it has these disadvantages, it seems thatthe benefits do outweigh the disadvantages in the development of Englishspeaking Moreover, its disadvantages can be minimized by the teachers.

I.2.4 Debate to improve speaking skill

One of the ways to encourage students to improve their speaking skill is byusing debate Debate can present opportunities for students to express their ownideas and thinking about the topic Therefore, debate builds students’ confidenceand makes their speaking skill more perfect by practicing frequently “Debatesrequire extensive preparation by learners, call for interaction in groups and makeuse of at least the following language functions: describing, explaining, giving andasking for information, agreeing and disagreeing” (Malley and Pierce, 1969, p.87.).Besides, debate in speaking class can improve students’ critical thinking andstudents’ communication skill By performing debate students have a lot ofopportunities in practicing speaking and they will be encouraged to becomeflexible users of their knowledge, always keeping the communicate goal in mind

In conclusion, there are variety of techniques and methods to make thespeaking lessons more interesting and effective such as: Acting from script,communication games, discussion, prepared talk, and so on However, debatetechnique as the literature above shows is effective, interesting and easy to apply inspeaking lesson Besides, debate was a challenging and highly rewarding activityfor those who were involved and allows students to share and cooperate with oneanother It educates students with responsibility, encourages creativity and deepensfriendship Nonetheless, this technique is not used frequently in teaching inVietnam and students’ perceptions towards the use of Debate Technique refer tostudents’ views, opinions, and beliefs in their speaking ability, and learningthrough debate are not determined clearly The potential effectiveness of debateand the way to create debate in speaking lesson has been demonstrated in a number

of research studies but it not for all schools or universities If the study time hadbeen extended, the result might have been different

I.2.5 Components and formats of a debate in speaking classes.

1 Components of debate.

There are different types of debate and it is important that you know what kind

of debate you will be participating in There are somethings, however, that alldebate formats have in common:

The resolution: there is a resolution of policy or value that provides the basic

substance of the discussion The terms of this resolution will be defined by the firstspeaker of the debate

representing those in favor of the resolution (Affirmative) and those against(Negative).

Rebuttal: the debate closes with final rebuttals on both sides which

summarize their respective positions

2 Debate formats.

There are many different formats which can be used in the classroom debate.These formats below are considered to be more suitable:

1) The Fishbowl Debate: Randomly select a handful of students to come

sit in front of the classroom in a half-circle facing the students Pose aquestion or a statement to those selected students and ask them to discuss it.The rest of the classmates ask a question to the panel or take turns takingtheir spot in the fishbowl, but they are not allowed to speak otherwise Thisformat is used when students have prior knowledge about the topic

2) Advocate Decision-Making Debate – Students are placed into groups

of three and assigned a topic to debate One person is in support of the topic,one is against, and one acts as the judge The judge, or “Decision maker,”will create a list of questions to ask the advocates, which students will use astheir debate outline Then the judge will decide at the end of the debate who

is the winner This can be done in front of the class or in groups at the sametime

3) The Four Corners Debate - This debate will get students up and

moving while using their critical thinking skills Students are given a topic,then they must prepare a well-supported paragraph stating their position (theymay strongly agree, agree, strongly disagree, or just disagree) Next, studentswill move to the corner of the classroom where they see their position posted

on the wall The strongly disagree position is posted in the right-hand corner,while the agree position is posted in the left-handed corner, and so on Oncestudents move to their corner, they get 10 minutes to discuss their thoughts.Appoint one person the note-taker and one person the speaker At the end ofthe 10 minutes, invite each speaker to state her case on the topic If at the end

of the debate a student has changed his mind, he is allowed to move corners.Then students get another 10 minutes to discuss After that point, studentstake their seats to write a new paragraph detailing their thoughts on the topic

4) Ball-Toss Debate – Students are given a topic and must take a side.

Each student goes to the side of the classroom where their position is eitherfor or against the topic Move desks so that each side is facing each other.Have students sit on their desks and take turns tossing a ball to discuss theirposition on the topic Only the student with the ball can speak This debate is

just like the mum-ball, except students are using it to debate an issue.

of debate to be enjoyed in the classroom

Finally, debate has its shortcomings that require teachers to have a good

preparation

CHAPTER TWO: METHODOLOGY

This chapter is divided into two main sections In the first section, theresearcher presents the understanding and the reasons behind the use ofexperimental research The sample and population as well as all the datacollection instruments used in this research are also discussed in the section twowith the justifications for using them And the research procedure is the last thing

to be mentioned in this section

II.1 Research design

This study was conducted with the employment of experimental research(pretest-posttest design only)

Definition and rationale for the use of experimental design

According to McLeod (2007), experimental design refers to how participantsare allocated to the different conditions in an experiment Probably thecommonest way to design an experiment is to divide the participants into twogroups, the experimental group and the control group, and then introduce achange to the experimental group and not the control group

The researcher applied this kind of research because the control over theirrelevant variables is higher as compared to other research types or methods.Another good thing about experimental research is that experiments can berepeated and results can be checked again Better results that have been obtainedcan also give researcher greater confidence regarding the results that can only beapplied to one situation and may be hard to replicate and lastly difficulty inmeasuring human response

The simple but elegant design is the basic for most of the variation on theexperimental design in research involving human subjects It can be represented

by a set of symbols (Campell and Stanley, 1963, p.13)

Pretest Treatment Posttes R O1 X O2

O3 O4

R= Randomized, that is, subjects are randomly selected and randomly assigned

to the treatment group

O= testing

X= the treatment

Honestly, because of the limitation of time, the financial reason and

researcher’s knowledge-base, as well as the aim of the study, it is nearlyimpossible to use randomization The reason is that at the end of the experiment,the differences the experimenter finds between the Experimental group and theControl may be due to some other preexisting attributes of the participants andobviously, the researcher cannot handle this Therefore, the pretest-posttest onlydesign is the most suitable to organize the study successfully.

Pretest-posttest designs are one of the simplest methods of testing theeffectiveness of an intervention In this design, which uses two groups, one group

is given the treatment and the results are gathered at the end The control groupreceives no treatment, over the same period of time, but undergoes exactly thesame tests (Shuttleworth ,2009)

The various analyses that can be performed upon a two-group control group pretest-posttest designs are:

Experimental group

Control group

O1 O3

O4This kind of research design is claimed to be useful for educationalresearch since it is often randomly assign subjects The researcher can use intact,already established group of subjects In this research:

Experimental group was 44 students from class 12C9

Control group was 42 students from class 12C1

O1: oral speaking pre-test for EG

O2: oral speaking posttest for EG

X: using debate technique

O1: oral speaking pre-test for CG

O2: oral speaking post-test for CG

II.2 Research context

II.2.1 Population

The population of this research was the twelveth grade students of Tan Kyhigh school in the school year of 2020 - 2021 It consists of two classes: 12C1 and12C9 The population number was shown in the table below

Table 1 Population

II.2.2 Research instruments

The research instruments employed to collect data for this study arequestionnaire, oral speaking tests and observation

a Rationale behind the use of the survey questionnaire and its

construction

 The reasons why survey questionnaire is taken into consideration are:

Firstly, when using survey questionnaire, large amounts of information can becollected from a large number of people in a short period of time and in a relativelycost effective way (Ackroyd and Hughes, 1981) Since the number of participants

is large, in order to take all the opinions of the same issue, this method is quite fitfor not time-consuming but economical and convenient

Secondly, the results of the questionnaires can usually be quickly and easilyquantified by either a researcher or through the use of a software package

Regard all the reasons above, with 44 students in 12C9, the surveyquestionnaire which would be given at the end of experiment had been designed tofigure out the real thoughts of students and their ideas of the speaking lessonsusing debate technique

 Construction of the survey questionnaire: ( Appendix A)

The survey questionnaire consisted of six multiple choice questions and onehalf-opened question Questions 1, 2 and 3 aim to ask students’ attitude about thespeaking lessons applied debates The questions 4, 5 and 6 explore theeffectiveness of using debates The question 7 also has three options for students

to choose but students were required to give their comments or suggestions aboutusing this kind of technique

b.Rationale behind of the use of oral speaking tests( interview) and its

construction

 The reasons why oral speaking test is taken into consideration are:

Those who are against oral tests claim that testing speaking is the mostcomplex task to assess with precision; it is difficult to judge utterances the testanswers in real time, while recording is expensive and time-consuming According

to Wijarwadi (2008, p18), speaking is a complex skill requiring the simultaneoususe of different abilities which often develop at different rates However, it doesnot mean that a speaking test can't be measured in a correct way

Hughes (2003) listed three general formats for testing speaking ability:interview, interaction with peers and responses to tape recording Interaction withpeers is not the technique used by the researcher to assess speaking ability In theinteraction with peers, two or more students may be asked to discuss a topic Theproblem with this format is that the performance of one student may be affected bythat of others One student might dominate the conversation Therefore, it isimportant to pair students in accordance with their level of language proficiency

Based on the reasons mentioned above and took the practical conditions ofresearcher and students at Tan Ky High school into consideration, the researcherdecide to take oral test with the format of face-to-face interview Each student had

to talk about a topic taken from the list of speaking topics and was asked two orthree questions related to topic or general questions on familiar topics like: sport,family, weather, etc Because of the large number of students, avoiding bias andthe accuracy of the results, the researcher was the main test-taker And to gradestudents’ performance the researcher had created a speaking rubric

There are two types of test The pre-test was conducted in JanuarySeptember, 2020 and the post-test was carried out in January,2021

 The speaking rubric.

Most teachers will be familiar with the concept of grading with a rubric, atable with different criteria and a grading scale Simply choose the criteria onwhich you will grade students and list them along the left side of the page Thencreate an even number of columns along the top of the page These columns willrepresent potential skill levels of the students For each criterion, define what level

of the ability a student at each of the levels would exhibit The more rubrics wemake, the more detailed we can be in your descriptions Then, as we evaluate eachstudent, determine at which level he or she is performing Take the average levelamong the criteria and we have an objective grade with suggestions for areas inwhich students can improve

Thus, in relation to testing students’ performance in English speaking skills,the rubric are usefully able to grade the students’ performance based on somecriteria which are usually made based on language features of students These

criteria are really useful because they show the aspects that the examiners shouldgrade so that they do not play guessing game.

The researcher created the rubric by taking the average student’s level inEnglish into consideration and the format of “Scoring rubric of speaking skill”based on (Brown, 2004: 172-173) It consists of 5 criteria: 1 Vocabulary; 2.Fluency; 3 Pronunciation; 4 Grammar; 5 Interaction Each criterion consists offive levels arrange from very poor (1 point) to excellent (5 points) More detailabout the rubric can be seen clearly on Appendix B

Video-based observation

 The reasons why observation is taken into consideration are:

Observation is a highly valued and effective research method that allowsone to observe what people actually do as opposed to what they think they do, orwould like others to think that they do When using video-tape to recordobservations, the action or interaction will be recorded in its entirety and can beviewed repeatedly as required As a result, observation and interaction can beobserved in variety of ways and angles in different times Furthermore, video-taperecordings can be used to reduce observer bias Observer bias is a systematicdifference between a true situation and that observed owing to observer variation

in perceptions In sum, the use of video-based observation to observe speakingclasses in this research seem to improve the classroom observation process along anumber of dimensions It boosted observers’ perception of fairness of classroomobservation, ensured the reliability as well as overcame this source of subjectivity,and using more than one observer to view and analyze the video-taping canenhance validity

 How to conduct a video-based observation.

In this research, the observation was conducted only with EG veryspeaking lesson in which debate was used as a teaching technique During thelesson, the researcher directly taught the class speaking lessons A single mobilewas used to record everything happened in the class The observers had to take aclose watch to each student and wrote down any unpredictable and noticeablephenomenon appeared as well The video recording was analyzed every afterfinishing lesson After that all the observations would be collected and analyzed inthe Findings part

II.2.3 Planning

From September 5th, 2020 to January 15th, 2021, students of class 12C9were taught speaking by using debate technique while the ones of class 12C1learned speaking lessons by the traditional ways

In the experimental period, the CG was taught speaking in the traditionalmethods It meant that teachers only followed the textbook activities In contrast,12C9 students joined the debate activities The researcher directly taught them andapplied not only one format of debate but combined four popular formatsincluding: The Fishbowl Debate; Advocate Decision-Making Debate; The FourCorners; Debate Ball-Toss Debate which were described in details in part I not tomake students get bored and to create an interesting and lively study atmosphere.

At the first lesson, the researcher introduced debate and related information tomake sure students understand clearly about it and how to apply and then, appliedthese four types of debate one by one for each speaking lesson in which theresearcher as a teacher usually started with providing the topics and the relatedvocabulary as well as the useful grammar structures The next steps weresummarized as followed:

1.Dividing students into two teams representing those in favor of theresolution (Affirmative) and those against (Negative) teams

2.Selecting debate topic and assigning the two teams to debate the topic

3.Ensuring that the participants have time beforehand to prepare for thearguments and to collect supporting data to present during the debate

4.Presenting the topic and format of the debate

5.An example format of the debate as following :

a) Side 1 presents opening arguments, with three members each giving a statement

b).Side 2 presents opening arguments, with three members each giving a statement

c) Side 1 has chance for rebuttal

d) Side 2 has chance for rebuttal

e) Side 1 has chance for a second rebuttal

f) Side 2 has chance for a second rebuttal

g) Side 1 takes time for a conclusion

h) Side 2 takes time for a conclusion

6 Make a judgment:

Before finishing the lesson the teacher had to let students know which teamwas the winner The winner had to be the team having the strongest case All the

teacher would be the one who made the last decision which team was the mostsuccess in debate based on their ability to communicate clearly, use good grammarstructures and have good pronunciation The winner team received good marks orsmall gifts from the teacher The teacher also gave feedbacks sand summarized thelesson.

While applying debate technique in teaching speaking, the researcher asthe teacher had to reduce her talking and let the students speak as much aspossible

II.2.4.The application of debate technique in teaching speaking skill

II.2.4.1 Some topics can be used for debating when teaching speaking skill.

Unit 1: HOME LIFE

1 Should kids do household chores?

2 House – husband : Good or Bad?

Unit 2: CUTURAL DIVERSITY

1 Old- aged parents live in nursing home: Good or Bad?

2 Should couples live together before marriage?

Unit 4: SCHOOL EDUCATION SYSTEM

1 Online education should replace traditional classroom

2 Students should be free from homework

3 We should abolish grading system in schools

Unit 5: HIGHER EDUCATION

1. A university degree is a key to a sucessful life

2 Students should be allowed to go to the university without examination

Unit 6: FUTURE JOBS

1 That it is better to choose a high-paid job that you are uninterested in than a low-paid job that you like

Unit 8: LIFE IN THE FUTURE

1 Life in the future will be better or worse?

2 The internet is making our life better or worse?

Unit 10: ENDANGERED SPECIES

1 Is animal testing a justified?

2 Animals should be kept in the zoo

Unit 11: BOOKS

1 Books can be replaced by the internet

Unit 15: WOMEN IN SOCIETY

1.Women shouldn’t go to work, but just stay at home to take care for thewhole family

II.2.4.2 Demo Lesson

Unit 1: HOME LIFE Lesson B: SPEAKING

I Objectives:

1 Knowledge

By the end of this lesson, students will be able to:

- talk about household chores

- express their ideas about family life

II Teaching Aids: pictures, cards

III Teaching Process

1.2 Content Brainstorming: Hosehold chores

Clean the house cooking washing dishes

1.3 Products

Ironing Feeding petsWashing clothes Taking out the garageGardening Vacuuming Sweeping the floor

1.4 Implementation - Divide class into 2 groups

- Ask the 2 groups dicuss to make a list of householdchores

- Elicit students’ answers to decide the winner

- Give feedback

- Lead into new lesson

ACTIVITY 2: KNOWLEDGE BUILDING 2.1 Objectives Focus Ss on the topic

Ss work in pair and talk about their family

2.2 Content Read the following sentences and tick the ones that apply

to you and your family.

1 In my family, only my father works

2 Members of my family share the household chores

3 My responsibility in the family is to wash the dishes

4 In my family, the interest we share closely is watchng football

5 I often share my personal secrets with my mother

6 I always talk to my parents before making an importantdecision

2.3 Products Some Ss are invited to talk about their family in front of

the class

2.4 Implementation - Ask each student to read the sentences and check the

ones that apply to her /him and his /her family

- Put Ss into pairs to practice speaking about their family,basing on the sentences in Task 1

- Invite some Ss to speak out their ideas

- Give feebback

ACTIVITY 3: PRACTICE 3.1 Objectives - Ss can ask and answer about their family life

- Ss can make a report about his/her friends’family lifebased on the information they get from the interview

3.2 Content - Prepare a list of questionsto ask other Ss about their

family life

Household chores

- Interview other Ss

- Make a report

1 Who works in your family?

2 Who do th household chores in your family?

3 What are your responsibilies in your family?

4 What interest does your family share closely?

5 Who do you often share your secret with?

6 Who do you talk to before you make a decision?

Interview Report

I have just had an interview with Lan about her family life Both her parents work And at home, all the members share the household chores Lan’s responsibility in the family is to do the washing up and take out the garbage…

3.4 Implementation - Have Ss work in pairs, prepare a list of questions about

family life

- Ask Ss to work on their own, using the just- formedquestions above to ask 3 other students in the class abouttheir family life and then make a report

- Call on some Ss to present their report in front of theclass

- Give feedback and give marks

ACTIVITY 4: APPLICATION (Applying Debate Teachnique) 4.1 Objectives Ss become debaters, using their critical thinking to present

and protect their opinion about the topic

4.2 Content “House – Husband: Good or Bad?”

4.3 Products Ss can debate basinng on some following ideas

For

- Man and woman are equal Why housewife but nothouse husband?

- Woman can also earn a lot of money

- Woman should be encouraged to work because insome fields they can do even better than man

Against

- Man should do the household chores to respect theirhousewife more Woman takes care for the family

better than man.

- Men are breadwinners of the family thus they should

go out to work to support for the family

- Man can not be financially dependent on woman andhas no decision

- House husbands can be looked down upon by thesociety

4.4 Implementation - T gives the topic for debating “House – Husband: Good

or Bad?”

-T devides class into 2 groups: For and Against

- The two groups have 5 minutes to dicuss, prepare for thearguments and to collect supporting data to present duringthe debate

- Each group has 3 minutes to present their openingarguments, 2 chances for rebutal and then comes toconclusions

- T becomes the judge to decide who is the winner

- T gives feedbacks

II.2.4.3.Some videos recorded during the lessons applying debate technique (See

appendix D)

Video 1: “House – Husband: Good or Bad?”

Video 2: “Students should be free from homework?”

II.2.4.4 Some photos indicating the teaching and learning process in class.