“DEVELOPING SPEAKING SKILL OF ENGLISH EDUCATION DEPARTMENT STUDENTS’ THROUGH DEBATE TECHNIQUE

THESIS RESEARCH

“DEVELOPING STUDENTS' SPEAKING SKILL OF ENGLISH EDUCATION DEPARTMENT THROUGH DEBATE TECHNIQUE

AT LUWUK TOMPOTIKA UNIVERSITY”

BY

DICKY HARISKY KATOROY TODAMA

ENGLISH LANGUAGE DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

SINTUWU MAROSO POSO UNIVERSITY

2015

CHAPTER 1

INTRODUCTION

1.1  BACKGROUND OF THE STUDY

Language is a system for the expression of meaning. It’s primary function is for interaction and communication. Language is used by human in order to know and understand each other. As we know that God created human in different condition and character, so they need to interact among people.

As a foreign language in Indonesia, english is learned seriously by many people to have a good prospect in the community of International world. Recently, English become important. Since it’s important, English is taught widely at formal school startingfrom elementary school up to universities , even at informal school course.

There are for skill in learning English they are listening, speaking, reading and writing. Speaking is very important bacause speaking and human being cannot be separated from each other. Speaking is used to express their ideas and to communicate to people in civilized world.

Speaking seems intuitively the most important skill to master. The success is measured in terms of the ability to carry out conversation in language speaking in an interactive process of constructing meaning that involves producing, receiving, and processing information. Speaking is very important because by mastering speaking skill, people can carry out conversation with others, give the ideas and exchange the information with others.

In speaking, students should master the elements of speaking, such as vocabularies, pronunciation, grammar, and fluency. As a foreign learner in Indonesia, many students have amount vocabularies and mastering the grammatical structure but the still have difficulty in speaking. This problem also appears at English education department students’ of LuwukTompotika University.

The students’ difficulties occur when they speak English. This caused by students’ limitation in mastering the component of speaking. Beside it, students practise speaking English rarely. They only have a little chance to practise speaking English out of class because most of their friend speak in Indonesia.

Students’ speaking problem can be solved by giving a lot chance to them for practicing English either in the classroom or out of the classroom. Practicing speaking English in the classroom should be interested with appropriate technique in order to make students speaking skill can be developed and the process of learning can be enjoyable. One of technique can be used in teaching speaking is debate. Debate is technique to develop verbal communication and critical thinking skill.

Debate is presented as a valuable learning activity for teaching critical thinking and developing communication skills. Debating is an effective pedagogical technique because of the level of responsibility for learning and active involvement by all students.

Based on the problem above, the researcher decides to carry out a research entitled “DEVELOPING SPEAKING SKILL OF ENGLISH EDUCATION DEPARTMENT STUDENTS’ THROUGH DEBATE TECHNIQUE AT LUWUK TOMPOTIKA UNIVERSITY”. Students’ speaking  skill hoped can be developed after implementing of debate technique.

1.2.PROBLEM STATEMENT

The problem that will be discussed in this study can be stated as follows:

·         How is the implementation of debate technique to develop students speaking skill?

·         How is the development of students’ speaking skill after being taught using debate technique?

1.2  OBJECTIVES OF THE RESEARCH

The objective can be stated as follows:

·         To describe the implementation of debate technique to develop students’ speaking skill.

·         To identify how much students’ speaking skill improvement after being taught by using debate technique.

1.3 SIGNIFICANT OF THE RESEARCH

·         To the research

This proposal helps the research to develop her knowledge and experience in composing academic writing.

·         To the students

In this study the students are expected to be able to develop their speaking skill by using debate.

·         To the teacher

This study is hoped to help teacher to get alternative ways in their teaching process, especially by using debate.

·         To the university

The university is achievement of learning goals, according to the standard of competence specified

1.5.DEFINITION OF KEY TERM

·         Developing

Developing is to go through a process of natural growth

·         Speaking

Speaking is the verbal use of language to communicative with others

·         Speaking skill

Speaking skill is making use of language in ordinary voice, uttering words, knowing and being able to use a language, expressing oneself in words, making a speech. Speaking skill is the ability to use the language for expressing idea.

·         Debate Technique

Technique is the specific activities manifested in classroom that were consistent with a method and therefore in harmony with an approach as well. Debates can present opportunities for students to engange in using extended chunks of language for a porpuse to convincingly defend one side of an issue.

A debate is a type of role play where students are asked to take sides on an issue and defend their positors.It can be defined that debate technique is an activity of teaching speaking where students are divided in different sides of an issue and have to defend their opinions. Students have a lot of opportunities to practise speaking through this technique. 

                                                           CHAPTER 2         

REVIEW OF THE RELATED LITERATUR

2.1. Previous of study

There are many related theses belong to this research.

1). A research Zainul Muttaqin (3104374) Tarbiyah Faculty IAIN Walisongo Semarang has conducted a study ‘teaching’ conversation Gambits to Enhance students’ communicative competence in English debate (An action research with WEC Walisongo English club of IAIN Walisongo Semarang year 2008/2009)’. This research found the students of WEC got a good level the five components of students’ communicative competence in English debate such as the ability in using gambits, vocabularies, grammatical sructure, fluency and speech contest. In the last result students got average score 8.0 that mean the students have a good level in English debate after being taught the gambits.

2). Canna Wiwitanto (2201464578) language and Arts faculty Semarang state University in his study ‘The use of Australian Parliamentary debate system as an English interactive program based on disciplined electricsm approach to implement KTSP in teaching speaking (an action research of the year eleven of science program of senior high school 11 Semarang in academic year 2009/2010)’. He concluded that debate which is applied to teach students class X1 students of senior high school was an effective technique. It could encourage the students to explore their knowledge as well as to speak and it was proven by the statististical result analysis of pre and post test that by using debate to teach speaking could improve the students speaking skill. The T-test result (13.64) was higher than table (1.55) at 0.05 alpha level of significant.

Both theses are difference from this thesis. The first previous thesis stated that the research is conducted to the member of WEC at IAIN Walisongo Semarang. The thesis is focused on the teaching conversation gambits in enchancing students communicative ability in English debate.

The second previous research talked about teaching speaking use Australasian parliamentary debate system to implement KTSP. This research conducted in the eleven grader of senior high school.

This research of course difference from both previous theses. This thesis is focused on the students speaking skill. The reseacher implements debate technique in order to improve students speaking skill.

2.2. Concepts of Speaking

2.2.1. Definition of speaking

Speaking is one of language skill which is very important to be mastered by students in order to be a good communicator. Speaking is the verbal use of language to communicative with others. Speech is about making choices students must choose how to interact in expressing themselves and formany social relationship through speech.

According to Hall speaking in an ability that is for granted, learned as it is that is for granted, learned as it is through process of socialization throuhg communicating. Speaking is making use of language in ordinary voice: uttering words: making speech.

In short speaking can be as the way to carry out feeling through words, even conversations with other. It means that human use words and phares in interactive process of constructing meaning of speaking.

2.2.2.Elements of speaking

Many students have diffculties in speaking. They are many elements of speaking that must be mastered by students in order to be a good speaker:

1).Connected speech: effective speakers of English need to be able not only to produce the individual phonemes of English, but also to use fluent connected speech. In connected speech sound are modified, omitted, added, or weakened. It is for this reason that we should involve students in activities designed specifically.

2).Expressive devices : native of english change the pitch and stress of particular parts of utterances, vary volome and speed, and show by other physical and non verbal how they are feeling. The use of these devices contributes to the ability to convey meaning. They allow the extra expressions of emotion and intensity, students should be able to deplay at least some of such supra segmental features and devices in the same way if they are to be fully effective communications.

3).Lexis and grammar, spontaneous speech is marked by the use of the number of common lexical phrases, especially in their performance of certain language function. Teachers should therefore supply variety of phrases for different functions, such as: greeting, agreeing and disagreeing.

4).Negotiation language : effective speaking benefits from the negotiatory language we use to seek clarification and to show the structure of what we are saying, we often need ask for clarification when we are listening to someone else talk.

Speaking is not only having amount of vocabularies and knowing the grammatical structures, but also mastering all elements of speaking above. All messages we delivered will be acceptable by all communicants if we mastered those elements.

2.2.3. Teaching speaking

Teaching speaking is started at teaching the students how to speak in English as their foreign language, for then ask them to be able to pronounce the new language accurately. It’s continued then to guide students to a point where they can begin to judge whether their sound productions are correct or not. At this point, teacher is no longer primarily to correct, but he or she is supposed to encourage students to practise speaking the target language.

Mean while, teacher should be able to encourage students speaking some sounds, repeating, and imitiating him/her. Finally, the students are required to be used to practice and do oral language.

2.2.4.Characteristics of spoken language

Speaking skill is seen as somewhat difficult for some language learners. Here, a speaker should at least pronounce the words well, choose the suit dictions, and try to do grammatically correct though, perhaps in any cases, it is common when a speaker speaks without having good attention at accuracy or fluency. Brown says that there are eight characteristics of spoken language can make oral performance easy as well as, in some cases, difficult.

1).Clustering

Fluent speech is phrasa, not word by word. Learners can organize their output both cognitively and physically through such clustering.

2).Redundancy

The speaker has an opportunity to make meaning clearer through the redundancy of language. Learners can capitalize on this features of spoken language.

3).Reduced forms

Contractions, elisions, reduced vowels, etc. All form special problems in teaching spoken English. Students who dont’s learn colloquial contractions can sometimes develop a stilied, bookish quality of speaking that in turn stigmatize them.

4).Performance variables

One of the advantages of spoken language is that the process of thinking as you speak, allows you to manifest a certain number of performance hesitations, pauses, backtracting, and corrections. Learners can actually be taught how to pause and hesitate. For example, in English our “thinking time’ is not silent : we insert certain “fillers” such us uh, um, well, you know, I mean, like, etc. One of the most salient differences between native and nonnative speakers of a language is in their hesitation phenomena.

5).Colloquial language

Make sure our students are reasonably well acquainted with the words, idioms, and phrases of colloquial language and that they get practice in producing these forms.

6).Rate of delivery

Another salient characteristic of fluency is rate of delivery. One of our tasks in teaching spoken English is to help learners achive an acceptable speed along with other attributes of fluency.

7).Stress, Rhythm, and Intonation

This is most important characteristic of English pronunciation. The stress-timed rhythm of spoken English and its intonation patterns convey important messages.

8).Interaction

Learning to produce waves of language in a vacuum without interlocutors. Would rob speaking skill of its richest component : the creativity of conversational negotiation.

This analysis  shows how easily speaking  skill can be accommodated withinthis particular view of language in the classroom, he/she needs them to take part in a process where not only involves a knowledge of the target language, but also a general knowledge of interaction between the speaker and hearer in order that meanings and negotiate meanings are made clear. For example, the hearer may respond or give feedback as to whether the hearer has understood or not what the speaker has just said.

2.2.5.The factors of speaking skill

No language skill is so difficult to assess with precision as speaking ability, and for this reason it seemed wise to defer our consideration of oral production tests until last. Moreover, some of the problems involved in the evaluation of speaking skill occur in other forms of language testing. Like writing, speking is a complex skill requiring the simultaneous use of a number of different abilities which often develop at different rates.

Either five compenents are generally recognized in analyses of the speech process :

1). Pronunciation including the segmental features-vowels and consonants and the stress and intonation patterns.

2). Grammar

3). Vocabulary

4). Fluency : able to speak a language easily and well

5).Comprehension. For oral communication certainly requires a subject to respond to speech as well as to initiate it.

The five factors of speaking skill above have important role in speaking. By mastering all the factors, people can produce good speech.

2.2.6. Techniques in Teaching Speaking

Many of classroom speaking activities which are currently used are :

1). Acting from script

This activity encourages students to act out scenes from plays or their course books, sometimes filming the result. Students will often act out dialogues they have written themselves. This frequently involves them in coming out to the front of the class.

2). Communication games

Speaking activities based on games are often a useful way of giving students valuable practice, where younger learners are involved. Games based activities can involve practice of oral strategies such as describing, predicting, simplifying, and asking for feedback.

3). Discussion

One of the reasons that discussion fail is that students are reluctant to give an opinion in front of the whole class, particularly if they cannot think of anything to say and they are not confident of the language they might use to say it. Many students feel extremely expose in discussion situations.

4).Prepared talks

A popular kind of activity is the prepared talk where students make a presentation on a topic of their own choice. Students should speak from notes rather than from a script. Prepared talks represent a defined and useful speaking genre, and if properly organized, can be extremely interesting for both speaker and listener.

5). Questionnaires

Questionnaires are useful because by being pre planed they ensure that both questioner and respondent have something to say each other. Depending on how tighly design they are, they may well encourage the natural use of certain receptive language pattern and thus be situated in the middle of our communication continuum. Students can design questionnaires on any topic that is appropriate. As they do so the teacher can act as a resource, helping them in the design.

6). Simulation and role-play

Many students derive greet benefit from simulation and role-play. Students simulate a real life encounter as if they were doing so in the real world. A simulation and role-play can be used to encourage general oral fluency to train students for specific situation.

7).Debate

Debate is an activity in which opposite points of view are presented and argued. Debate can present opportunities for students to engage in using extended chunks of language for a purpose : to convincingly defend one side of an issue.

All speaking activities above encourage students to practice speaking in classroom. Teacher should choose appropriate activities above based on the level of the students. Every teaching and learning process can be enjoyable if teacher gives the appropriate activity based on students levels. Beside in the process of transferring knowledge can be done easily.

2.2.7.The Roles of Teacher in Speaking Class

As with any other type of classroom procedure, teacher need to play a number of different role during the speaking activities. However, three have particular relevance if teacher are trying to get students to speak fluently :

1). Prompter : students sometimes get lost, cannot think of what to say next, or in some other way lose the fluency teacher expect of them. However, teacher may be able to help them and the activity to progress by offering discrete suggestions. If this can be done supportively without discrupting the discussion, or focing students out of role it will stop the sense of frustration that some students feel when they come to a ‘deed end’ of language or ideas.

2). Participant : teacher should be good animators when asking students to produce language. Sometime this can be achieved by setting up and activity clearly and enthusiasm. At other times, however, teachers may want to participate in discussions or role-plays themselves. That way they can prompt covertly, introduce new information to help the activity along, ensure continuing students engagement, and generally maintain a creative atmosphere.

3). Feedback provider : the vexed question of when and how to give feedback in speaking activities is answered by considering carefully the effect of possible differences approaches. When studentsare in the middle of a speaking activity, over-correction may inhibit them and take the communicativeness out of the activity. On the other hand, helpful and gentle correction my get students out of difficult misunderstandings and hesitations. Everything depends upon our tact and the appropriacy of the feedback teacher gives in particulars situation.

Teacher plays big roles in teaching learning process. Speaking teacher should play the roles above in order to make the speaking class runs well.

2.3. Concepts of Debate

2.3.1. Definition of debate

A debate is a speaking situation in which opposite points of view are presented and argued. A debate is about the real or simulated issue. The learners’ roles ensure that they have adequate shared knowledge about the issue and different opinions or interest to defend. At the end of activity, they may have to reach a concrete decisionor put the issue to a vote.

Debate is data in which people take up positions, per sue arguments and expound on their opinions on a range or matters, with or without some sort of lead figure or chair person.

Debate is one of effective speaking activity which encourages students to improve their communication skill. Debates are most appropriate for intermediate and advonced learners who have been guided in how to prepare for them.

Based on the definitions above, it can be concluded that debate is an activity in which students take up positions on issue and defend their position.

2.3.2. The Benefits of Debate

Debate as a communicative and a interactive technique is an intersted activity to be practiced in the classroom. Debate has many benefits for students :

1). Improve students’ critical thinking. In debating, every students is proposed to analyze a problem critically.

2). Develop students’ communication skill. Debaters spend many hours assembling and practicing hundreds of public speeches on topics of national importance.

3). Questioning skill develop in and stuggle-often in the face of disappointment and defeat.

4). They are capable of making and defending informed choices about complex issues outside of their own area of interest because they do so on a daily basis.

5). Debate is thus not only a way to connect students with academic subjects in meaningful ways, it is also a way to re-connect students to public life if they have been overcome by feelings of alienation.

6). Policy debate specifically teachers students to adopt multiple perspectives which describe as one of the most important problem solving skills.

Because of some benefits above, debate really need to be practiced in speaking classroom. It is appropriate for students to improve their speaking skill.

2.3.3.The Parts of debate

      In the debate technical system, we will get some items which relate to the debate process. The following are some items related to debate :

1). Motion

The topic debated is called a motion. Usually, motion stars with world like ‘’this house’’ (TH) or ‘’this house’’ believes that (TH) or ‘’this house believes (THBT)’’.

Both affirmative and negative teams are debating upon a motion which should be debatable and impartial. Debatable means that the motion is still falsifiable can be danied in some ways. Impartial imples a meaning that the motion should stand in the middle of neutral, it doesn’t incline to any sides. For example, this house believes that (THBT) e-book contributes for developmental education.

2). Definition

Debaters should ‘’down to earth’’ or see the current issue happened in society. Definition can be done in two ways, word by word definition or the global definition. In fact, the world E book is really heard thus we need to define it first. Or anyway, when we heard motion, ‘’that sex education must be socialized in the school’’ what we need to do is giving the global meaning on it.

3). Theme line

To agree or disagree towards a motion, the reason must lie on a strong ground that could cover the whole argumentation. Theme line is the underlying reason which answers the big question ‘’why’’ one side of the house supports or opposes a motion. Theme line is what a team needs to proof. It is also the main reason why a team attacks the opponent’s case.

4). Argument

A debate is like a battle of argument, in which each team stands on their position, attacks the opposite and defends their own case. The praiseworthy jobs can be done well by using critical and logical thinking. Argument is the fragment of thought to support the theme line.

5). Rebuttal

To win a debate, debaters not only need to build a strong case but they also have to attack their opponent’s arguments and provide strong defense from any attacks. That is why, rebuttal is one of the key to get the crown of victory. Basically, there are two kinds of rebuttal.

Global rebuttal, it is an attack against the main core of the opponent’s case, the theme line. Consequently, their case is clumbing down. Detailed rebuttal, it is an attack towards each arguments or example.

6). Sum-up / closing

Closing is simply concluding what has been through. A nice summary preferable. Before start debating, debaters should know these parts of debate in order to be a good debater. It also hoped that debate will run success.

2.3.4.A debate classroom

The form of debate is varied in use. In speaking classroom, debate can be taken such the following procedures :

1). Dividing students in two 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 the arguments 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 present opening arguments, with three members each giving a statement

b).Side 2 present 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

Debating usually consist of three members in every them, although sometimes four members in many debates. Debates are varied in use, sometimes it used based on the number of students in the classroom and the level of students.

2.3.5Debate to improve speaking skill

Speaking activities and speaking practice in the classroom should enable students to gain experience using all the ‘’prerequisities’’ for effective oral communication. What make the classroom activity useful for speaking practice? The most important feature of a classroom activity is to provide an authentic opportunity for the students to get individual meanings across and utilize every area of knowledge they have in the second or foreign language. They should have the opportunity and be encouraged to become flexible users of their knowledge, always keeping the communicate goal in mind. One of the ways to encourage students to improve their speaking skill is buy usng debate.

Debate can present opportunities for students to engage in using extended chunks of language for a purpose, convincingly defend one side of an issue. The debate is probably more often used in content area classrooms in ESL classrooms. Debates are most appropriate for intermediate and advanced learners who have been guided in how to prepare for them. Debates require extensive prepararation by learners, call for interaction in groups and make use of at least the following language functions : describing, explaining, giving and asking for information, agreeing and disagreeing.

Debate is speaking class is aimed to improve students’ critical thinking and students’ communication skill. By performing debate students have a lot of opportunities in practicing speaking. Students’ involvement is very important in implementing debate.

2.3.6. Strengths and Weaknesses of Debate in Speaking classroom

Every technique that applied in process learning strengths and weaknesses. It is also happens in debate technique. Debate has much strength. They are :

1). Train the students to cooperate well with other friend. In debating, students are trained to work in team and hoped to have good cooperation each other.

2). Train the students to express their opinion. Opinion is very needed in process of debating. Students are encouraged in expressing their opinion to defend their position.

3).Students not bored, but very enjoy with debate activity. Every student takes a role in debating, so they are actively join the activity.

4). Improve the students’ speaking ability. Speaking skill automatically improved when students practice debating, bacause they have a lot of opportunity in practicing speaking.

Although debate has many strengthens in learning process, it has many weaknesses too. The weaknesses are stated as below :

1). Debate is only used for certain subject. Debate technique only can be used for specific subject, such as subject that related with agreeing and disagreeing and giving argument.

2). Debate needs long times and preparations. Many preparations need in debating in order to make debate runs well. Students should prepare their arguments before debate to make them easier to attack the opponent’s opinion.

3). Make the students’ emotional in defending their argument. Many students can’t manage their emotion when they defend their argument.

         

CHAPTER 3

METHODOLOGY OF THE RESEARCH

3.1  Research Design

In this research, the researcher used classroom action research (CAR). Action research is a kind of research that is conducted in the classroom by a teacher. According to Kemmis Mc Taggart includes four components of classroom action research are planning, action, observation and reflection.

(Adapted from Kemmis and MCTaggart)

3.2   Setting and Time of  Research

The researcher held research at Luwuk Tompotika University, which is located beside SMA Neg.1 Luwuk, Jl.Diponegoro 94783, Luwuk Banggai – Sulawesi Tengah Indonesia. LuwukTompotika University is college was founded since 1983 and has carried out seventeen time graduation.The college is still relatively old compared to the existing college in the Luwuk Banggai regency district. Nevertheless Luwuk Tompotika University has product graduations are intellectual and successful because a lot of work in the Luwuk Banggai regency district even Luwuk Banggai regency disrtict outside. Luwuk Tompotika University also has master professors educated and achievement no doubt.

The researcher did the Action Research on 7 July 2015 up to 19 July 2015. The subject of the research is semester II students of Luwuk Tompotika University. There are 20 students in semester II.

3.3   The Classroom Action Research Procedures

The classroom action research using Kemmis Mc Taggart’s design consists of four phase within one cycle. To make clear what happend in very phase. Here are the explanations :

1.      Planning

In this phase, the writer design a lesson plan from the syllabus which is consulted with English lecture, creating the topics that are appropriate with the matter, preparing materials that will be used at the cycle.

2.      Action

the planning strategy will be applied in teaching learning process

3.      Observation

The researcher prepares the observation paper to know class condition when the action done, then the researcher and the collaborate (English speaking lecturer) discuss about the result of observation, what the problem faced when teaching learning process and look for good solution to solve the problem. In this phase, the researcher observes and takes notes during teaching learning process.

4.      Reflection

Reflection means to analyze the result based on the data that have been collected to determine the next action in the next cycle. In this phase, the researcher could observe the activity that results any process, the progress happened, also about positives and negatives sides.

3.4  Technique of Data Collection

The technique and methods which are used by the researches to collect the data are observation and test.

1.      Observation

Classroom observation is an observation that is focused on the understanding of how social event of the language classroom are enacted. In this classroom observation, the objects of observation are students’ activities in English language teaching learning. The researcher used the checklist observation to make it more systematic, containing list of students activities and response or happening which might happen. Observation is intended to see and to know about the condition of class and students. Process of teaching and learning and learning through debate to know the obstacles appear during teaching learning process, the students motivation, to see their difficulties, their problem, and their understanding about the material given that can be seen from their attitude, behavior, and response.

2.      Test

Test is important part of every teaching and learning experience. Both testing and teaching are so closely interrelated that it is virtually impossible to work in either field with the other. Test may be constructed primarily as devices to reinforce learning and to motivate the students’ performance from learners with the purpose of measuring their attainment of specified criteria.

The researcher used an achievement test to measure the students’ progress in speaking. The forms of tests are spoken test in the form of debate. From those forms, the researcher can get score directly the specific learning. The scoring can be done quickly and easily. There are five aspects of assessment in speaking. They are five aspects of assessment in speaking. They are vocabulary, grammar, pronunciation, fluency and comprehension.

3.5    Technique of Data Analysis

Technique of the data analysis in this research :

Following formula as proses by Sugiono (2007:123)

   Total gained score

Standart score =                                    x 100

                                             Maximum score

3.6  Criteria of the Action Success

      Classroom Action Research (CAR) is able to be called successful if it can exceed the criteria which has been determined. In this study the research will succed when there is 70% of students could pass the assessment score ≥ 70 based on the minimal mastery level criterion-Kriteria Ketuntasan Minimal (KKM) which is adapted from the Tentena Christian University.

3.7  Research Schedule

The research schedule this is :

Table 1 : Research schedule

Project Leadership	Project Seminar	Research Planning	Thesis Leadership	Thesis Seminar
1 Juny 2015 up to 21 Juny 2015	25 Juny 2015	7 July 2015 up to 19 July 2015	28 July 2015 up to 16 Agust 2015	22 juni

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