ASESSING SPEECH IN OPEN GRAND FINAL NATIONAL

UNIVERSITY DEBATE CHAMPIONSHIP (NUDC) AND OPEN GRAND

FINAL WORLD UNIVERSITY DEBATE CHAMPIONSHIP (WUDC)
2022

CHAPTER 1
INTRODUCTION

1.1 Background of the Study

Communication is a daily human need. All aspects of human life like

meeting, chatting on the phone, discussing, and talking are all belong to

communication. Van Ruler (2018) defines that "communication as a one way

procedure from sender to receiver". It implies that communication is an

interaction between more than just two individuals. Therefore, the goal is to align

perceptions of the message the sender wants to convey to the recipient.

Communication can also be only one way, called speech.

Speech is a method of conveying ideas that can communicate ideas or

facts while still expressing feelings. Speech is important because it enables

people to articulate their needs and wants, thoughts and ideas, debate opposing

viewpoints, improve their written language skills, and engage in fruitful social

interactions. Speech cannot be separated from society because its consumers are
the wider community. Speech also complicates communication with each other

compared to other methods, and since speaking is a social activity, it can be said

that words are also social.

(Chetty & Alathur, 2018) states Speech is a potent tool for conveying

information to another person, including ideas, thoughts, feelings, and any other

kind of data. Even though communication is social, it should be emphasized that

speech in social interaction has more than one purpose, such as conveying ideas

that the listener does not know. This implies that the speaker and the situation are

interrelated and would not exist without the other. Yet, the way to make speech

that have an impact on everyday life is by speaking.

Speaking is one of the key English abilities that people should be able to

acquire especially students. Students can use it to demonstrate their performance,

deliver an essential message, and demonstrate their expertise. Speech or debate

related to learning to develop speaking skills and English language skills. Ting-

Toomey and Dorjee (2018) said that Speaking is a process of creating and

exchanging meaning through the use of verbal and non-verbal symbol in various

contexts. Thus, They can practice their communication abilities, such as critical

thinking, when trying to interact with others especially for debate championship.

Debate is a discussion in which several people engage in different points

of view on the same subject. A new viewpoint that is agreeable to both sides is

added to the discussion. Additionally, so that each team can persuade the

opposition to agree with their viewpoint through persuasive arguments or

supporting data. According to Jimenez (Wang & Buck, 2018: 30) the debate

method is a successful way to forbid opinions because it involves rebuttals

between various individuals, who typically contradict one another on the subjects

being discussed. As a result, both sides come away with different answers to a

problem.

There are previous research on speaking ability and speech. This study

focused on speech but is more focused on speaking ability. Study with the title

“Improving public speaking ability through speech (Amelia et al., 2022). The

result shows that Students display hesitation when speaking and a lack of

understanding when it came to organizing ideas for a speech. This is consistent

with earlier studies that were conducted on the subject (Kusrini et al., 2022).

Also (Amelia et al., 2022) states that This outcome had also contributed to the

requirement for conducting training and creating strategies for resolving the

problem.

Another study entitled The analysis of private speech in Speaking Class

at The Third Semester of Muhammadiyah University of Makassar (Pattah, Andi

Satrianto (2020). The study's findings show that students' use of private speech

improves their command of the English language and their ability to speak with

confidence, pronouncing words clearly and correctly, and using grammar

correctly. As can be seen from the data analysis results, the students feel that

using Private Speech in speaking class has many benefits in terms of accuracy.
 Likewise, Harahap et al., (2021) conducted research on Students'

Speaking Ability in Speech at the English Department of UMN Al-Washliyah

Medan. The study's results, 3 students, or 30%, fell into the "very good"

category, 7 students, or 70%, fell into the "good" category, and 0 students, or 0%,

fell into the "sufficient" and "not good" categories. Average students perform

well in speaking assessments, but their vocabulary could use some work.

From the previous study, it is focus on the ability to speak through the

speech of the speakers. The researcher wants to evaluate how speech works for

speaking ability by finding out the quality of speech delivered by the speakers.

Speech has the goal of giving information in front of many people. Speech is

very important because they aim to convey a message to other side to be

addressed, either directly or indirectly and are implied in every statement made

in the speech. In accordance with Flether cited in Saputra (2018:83) Speech is a

channel for expressing or conveying ideas, facts, and feelings. It can be

concluded that the speech is the delivery of messages from the speaker to

audience in specific communication to inform, entertain and touch listeners'

emotions in formal language.

The World University Debate Championship (WUDC) and the National

University Debate Competition (NUDC) are debate competitions that take place

annually. This yearly event has developed into a beneficial opportunity for

students at all levels of higher education to demonstrate their strongest abilities in

critical thinking and English communication, boost self-confidence, create

networks between universities, and foster a sense of unity and pride in the
diversity of the country and culture. Based on a number of factors, the

researchers chose NUDC and WUDC as the study's objects. First, university

students from across the nation and the world compete in the yearly NUDC and

WUDC tournaments. Also, because the debaters are chosen individuals who have

succeeded in making it to the open grand final stage, the attention of the

researchers who want to study the assing speech in the open grand final video

will be made easy. In the preliminary round, the debaters prevailed over

opposing debaters.

Considering the foregoing context, it is crucial to undertake study on

rating debaters' speeches during competition. The researcher attempts to examine

the judging speech used by the debaters in the open semifinals of the NUDC and

WUDC in 2022. A study named " ASESSING SPEECH IN OPEN GRAND

FINAL NATIONAL UNIVERSITY DEBATE CHAMPIONSHIP (NUDC)

AND OPEN GRAND FINAL WORLD UNIVERSITY DEBATE

CHAMPIONSHIP (WUDC) 2022 " will be carried out by the researcher.

1.2 Research Question

Based on the background, the researcher develops the study's research

questions. The question of this research is, “What are the features of speech used

of speaker’s speech in Open Grand Final National University Debate

Championship (NUDC) and Open Grand Final World University Debate

Championship (WUDC) 2022?”.

1.3 Research Objective

 In response to the research question, the infinity of this study is to find

out the the features of speech used of speaker’s speech in Open Grand Final

National University Debate Championship (NUDC) and Open Grand Final World

University Debate Championship (WUDC) 2022.

1.4 Significance of the Research

Findings of this study are predicted to be beneficial for :

A. Theoritical significance

- For students : Theoretically, this research is expected to inform and enhance the

knowledge about how to deliver a good speech.

- For lecturer : Theoritically, this research is expected to give a contribution of

thoughts to evaluate a good speech.

B. Practical significance

- For students : Practically, in this research students are expected to be able to

make speech according to the features of assessing speech.

- For Lecturers: Practically, this research is expected to be a reference for

researchers who are also conducting similar research.

1.5 Limitation of the Research

The scope of this study is limited to analyze the features of speech used

of speaker’s speech in Open Grand Final NUDC and Open Grand Final WUDC

period 2022.
1.6 Definition of the Key Term

Speech: a term for spoken language that is frequently used in society when

learning a language as communication or verbal expression of ideas.

Assessing speech: a technique for identifying issues with grammar, vocabulary,

speech structure, etc

Speaking: a language ability or a method of communication that enables people to

convey their thoughts or information to others orally.

Debate: an exchange of ideas between two or more people, and depending on the

circumstance, it can serve a variety of goals.

World University Debate Championship (WUDC) and the National University

Debate Competition (NUDC): held every year for college students to demonstrate

their strongest abilities in critical thinking and English communication.

 CHAPTER 2

LITERATURE REVIEW

2.1 Theoretical review

2.1.1 Speaking

2.1.1.1 The definition of Speaking

Speaking activities can generally be divided into seven categories,

including speaking from visuals, speaking from sound, telling stories, conducting

interviews, participating in discussions, holding debates, and delivering speeches

in accordance with (Leong et al., 2017). One of the four abilities that should be

learned when learning English is speaking. Speaking and writing are both

effective language skills. Language that is useful must go through a mental

process in order to be referred to as thinking language. People need

communication in order to express themselves and share knowledge.

Speaking English as a second language is a challenging skill to teach and

learn since students need to be proficient in a variety of areas, including

vocabulary, pronunciation, grammar, and other areas. The students should

consider each of those factors when they want to talk. (Jamilah and Haryudin,

2018:59) Speaking ability is therefore the talent that learners find hardest to

master. This is challenging because, when someone wants to speak or say

something to someone else, they have to take into account a number of

interconnected factors, such as ideas, language used, what to say, how to use

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grammar and vocabulary, pronunciation, as well as listening to and responding to

interlocutors.

According to various experts, speaking has many definitions. Speaking is

the act of verbally expressing or exchanging ideas (Eliyasun, Rosnija, and Salam,

2018:1). As a result, if students never practice speaking in class and don't learn

how to, they quickly lose interest in what they're learning and lack incentive to

do so. Those who do not acquire excellent speech skills now will struggle later

on to maintain face with their peers. Moreover, speaking is how people express

themselves and engage in oral communication with others, in agreement with

Zuhriyah (2017:122). Speech is the primary means of social connection because

communication and interaction are a part of everyday life for all people.

Speaking, according to Leong and Ahmadi (2017:34), refers to more than simply

uttering words; it also refers to communicating ideas through speech. The ability

to communicate with others through speech allows individuals to share

experiences, express opinions and feelings, and mention social relationships.

Speaking is the most crucial of the four language abilities, according to

Ur (2009:120), because people who acquire a language are considered to as its

speakers. Learners need to grasp when, why, and how to produce language or use

sociolinguistic competence. Speaking goes beyond simply knowing how to

produce certain language points like syntax, vocabulary, pronunciation, and other

that are in linguistic competence. According to Haryudin and Jamilah (2018: 61),

speaking English is a foreign language that requires a lot of practice to learn.

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 Based on the above-mentioned explanations of speaking, the researcher

can draw the conclusion that speaking is one of the language skills that is most

crucial and also serves as the first method of oral interaction, sharing ideas with

others, and producing a specific point of language while also understanding how

to use linguistic competence. Speaking is the most challenging aspect of learning

and teaching English since speaking calls for knowledge of grammar,

vocabulary, pronunciation, and other linguistic elements. Hence, speaking is a

tool for engagement and communication with others. With speaking, individuals

can obtain or impart information, ideas, knowledge, and other things.

2.1.1.2 Factors of Speaking Effectiveness

Learners who want to master speaking should be aware of not just the

language but also the culturally appropriate ways to engage with others in

various contexts and relationships. Speaking is helpful for a variety of reasons.

Abbaspour (2016:146) summarized a few elements that affect how effective

speakers are. His research identifies grammar, discourse, sociolinguistics,

strategy, interaction, accuracy, and fluency as speaking effectiveness elements.

a. Grammar

The term "grammatical competence" refers to a general state of

increasing proficiency in grammar, vocabulary, the sounds of letters and

syllables, word pronunciation, intonation, and stress. Every language has a

grammar or a system that establishes guidelines for the usage of codes in

interpersonal communication. Learners must have a sufficient understanding of

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words and sentences in order to comprehend meaning; they must grasp how

words are divided into different sounds and how sentences are stressed in

specific ways. The learners must put the proper sentence together in discussion.

Hence, grammatical proficiency aids speakers in precisely comprehending the

structure of the English language, which facilitates their fluency. If the speech is

provided using the appropriate structure, listeners will readily accept the

speaker's spoken English.

b. Discourse

To hold the communication together in meaningful ways, the norms of

cohesion and coherence should be used in every speech, whether official or

informal. In order to effectively communicate, one must be able to recognize and

comprehend discourse spans as well as create representations of meaning from

referents in both the preceding and subsequent phrases. Hence, the students

should develop a broad range of discourse makers and structural tools to

communicate ideas, demonstrate the relationship between events, and denote

causes, contrasts, and accents.

c. Sociolinguistic Factors

For competence Learners of English should be proficient not only in

grammar, vocabulary, pronunciation, and other aspects of the language, but also

in sociolinguistics. To use the target language in a way that is socially and

culturally appropriate for native users, learners need be conversant with the

culture of the native speaker in accordance with (Abbaspour, 2016:146). To

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accomplish this, it is crucial to understand the sociolinguistic aspect of language,

which enables students to recognize suitable comments, how to ask questions

during conversation, and how to react nonverbally in accordance with the topic at

hand.

d. Strategy

The way in which learners utilize language to achieve a communicative

objective is known as strategy competence. Every learner has a unique approach

to learning or mastering English speaking, including how to acquire grammar,

vocabulary, and pronunciation. Some students might practice by viewing movies,

listening to English music, or reading content they enjoy. Moreover, strategy

competence might be the capacity to compensate for a lack of understanding of

discourse, sociolinguistic, and linguistic rules.

e. Interaction

(Abbaspour, 2016:147) defines that interaction is one of the key elements

for English language learners to master. As students desire to interact with

others, they may run across issues such as shyness, anxiety, nervousness, and

others. Speaking skills will be improved by interaction. Learners can hone their

skills, expand their vocabulary, and gain more self-assurance when speaking

English to others. Because so much of daily communication is interactional, it is

crucial to be able to interact. The purpose of interaction is to maintain social ties;

however, that of interaction is to transmit information and ideas.

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f. Accuracy and Fluency

Since accuracy serves as the foundation for fluency while fluency is a

further development of a person's linguistic competence, accuracy and fluency

are related (Abbaspour, 2016:147). Fluency is the quality or condition of

speaking or writing a language or performing an action smoothly, accurately, and

easily, which includes the ability to produce written or spoken language with

ease. Generally speaking, accuracy refers to the ability to produce the

grammatically correct sentences.

The capacity to transmit ideas clearly and continuously without

interfering with comprehension or breaking down conversation. This requires

having a decent, but not necessarily perfect, command of intonation, vocabulary,

and syntax. Simply put, fluency refers to a level of communication proficiency

and emphasizes procedural skill, expression proficiency, lexical phrase, social

interaction, necessary topic, and discourse. Accuracy refers to a level of

communication proficiency and emphasizes procedural skill, expression

proficiency, lexical phrase, and social interaction.

2.1.1.3 The Barriers of Speaking English

According to Musliadi (2016:77), some issues with teaching and

acquiring speaking skills are caused by learners' internal struggles, while others

are external. The efficiency of teaching and learning speaking, according to

Nuraini (2016:12), is influenced by both internal and external elements. Hence,

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both internal and external influences might cause issues with or hurdles to the

learner's speaking skills.

Internal factors are issues that arise from within or from the learner

themselves. Musliadi (2016:77) claims that internal issues are caused by the

learners themselves, including the way they use language. Problems frequently

create a barrier to speech instruction. Internal barriers are so issues that arise

from inside the learner and that the instructor should support the student in

resolving.

In contrast to internal issues, external factors are what prevent English

language learners from speaking the language. Problems from outside, not the

learner, appear as external variables. such as environmental factors, family

considerations, and school elements. Due to the failure of information transfer

and sharing, any issues that come from either the learners themselves or the

outside world will be obstacles to learning and present challenges for teachers. In

their research, Younes and Albalawi (2016:272) identify a number of factors that

make teaching and learning challenging, including students' fear of making

mistakes, students' fear of criticism, their shyness when speaking English, their

lack of anything to say, their low participation in speaking, and their mother

tongue.

a. Fear of Mistake

Fear of error is connected to the problem of criticism and poor evaluation.

Additionally, the learners' anxiety about being teased by their peers or the teacher

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has a big impact on this. As a result, students frequently give up on the speaking

activity. Al Nakhalah (2016:101) also states that learners' reluctance to speak in

English in class is largely due to their fear of making a mistake. The fear of

making mistakes is a factor in learning because students worry that if they speak

English incorrectly, their friends will make fun of them and they will receive bad

feedback from their peers.

b. Fear of Criticism

The fear of criticism among students is a result of their concern over

speaking English incorrectly. In order to avoid the teacher's criticism when they

make a mistake, they decide that the best course of action is to remain quiet in

the classroom. Due to the lack of effective speaking activities in the classroom, it

will have a negative impact on how well students and teachers are teaching and

learning.

c. Shyness

Shyness is an emotional condition that typically manifests when students

are pressured to follow a teacher's instructions, particularly during speaking

activities in the classroom. Each person exhibits shyness as a result of

experiencing fear. (Al Nakhalah, 2016:102) Due to their tendency to be very

quiet, some students are shy. Since most of them find speaking in front of their

friends and teacher to be extremely intimidating, the students in this situation

tend to be shy and lack confidence. The majority of English language learners

15
experience shyness when speaking because they fear making mistakes.

Additionally, they fear ridicule from their peers.

d. Nothing to say

Students struggle to come up with anything to say because they lack any

motivation to do so when speaking in front of the class or to other students, and

they also lack any viable explanations for what they want to say (Ur, 2009:121).

The lack of communication among the students may be a result of the topic the

teacher chose being inappropriate for them or their lack of knowledge. When a

teacher asks a student to respond in a foreign language, many students find it

challenging because they may not know what to say, what vocabulary to use, or

how to use the grammar properly (Tuan and Mai, 2015:10).

e. Low Participant

Numerous factors contributed to the low participation of English

language learners because speaking English presented challenges in terms of

pronunciation, grammar, vocabulary, fluency, and comprehension as well as

personal issues like shyness when speaking, lack of self-confidence, lack of

practice, time management, speaking material, and exposure in accordance with

(Sayuri, 2016:49). Expanding participation should ideally not be the goal if all

students take an interest in it similarly or at the same rate. Instead, the goal is to

foster a learning environment where everyone has the opportunity to participate

and where students are encouraged to explore ideas and problems from a variety

of angles.

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f. Mother Tongue

When teaching or learning, there are several reasons why students use

their mother tongue. First, when the students receive information about the

lesson, they lack the language skills necessary to engage in conversation in

English. For another, the teacher (instructor) does not support requiring that

students use their target language or English in class at all times. Students will

feel encouraged to use it when some students speak in their mother tongue in

class and the teacher responds in their own language in agreement with (Tuan

and Mai, 2015:10).

2.1.2 Speech

According to Oxford Dictionary (2022), Speech is defined as an official

discourse given by someone who transmits a message to individuals who are

present in a venue. Then, Barret in Saputra (2018:83) clarifies that speech is a

useful individual action. In addition, speech can also serve as one of the actions

to affect listeners. Consequently, it may be inferred that speech is one of the

speaking acts in which the speaker effectively communicates information to the

listener or interlocutor in order to influence, change, persuade, or reinforce the

listener's attitude or behavior.

Speech requires a different delivery style, more professional vocabulary,

and a more planned approach. Various speech kinds are required for various

circumstances. Various sources categorize these speeches in a variety of ways,

depending on factors like the time needed for preparation or the speech's goal.

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The three types of talks are based on Gladen and Naomi in Harahap and

Rozimela (2021:2). The first kind of speech is an informational speech, which

aims to provide a brief but valuable knowledge to the audience. Persuasive

speeches, which seek to alter listeners' opinions or actions, are the second style of

speech. The third form of speech is a ceremonial speech, which is delivered to

mark a significant occasion in someone's life, such a wedding or graduation. At

the beginning phase of the speech performance, the speaker should give an

engaging speech in order to hold the audience's interest.

Gregory in Harahap and Rozimela (2021:2) claims that all effective

speeches are structured and have an introduction, a body, and a conclusion. To

grasp the three fundamental elements of speech—the introduction, the body, and

the conclusion—is the first step in acquiring a good sense of speech organization

in accordance with Lucas (2012: 166). According to Gregory (1990) and Lucas

(2012), organizing a speech, wording the speech, and delivering a speech are all

parts of the assessment of speech. The first is organizing speech, which includes

an introduction, a main point with supporting material, a connective statement,

and Conclusions that signal the end of the piece, pauses and vocal variety,

reinforcement. The second is wording the speech, which includes Vocabulary

used and grammar. And the last is speech delivery, which includes: the speaker's

body, such as eye contact, gestures, facial expression movement, and Speaker’s

voice such as Pronunciation and articulation.

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 2.1.2.1 Organizing Speech

Organizing speech requires a structure or standard. The speech text

should have a clear structure and be able to effectively convey its message.

Additionally, the speech's text's organization makes it simpler for the audience to

comprehend the speech's intended audience. According to Dale and Wolf

(2000:35) a speech must have at least 3 components. First, An attention attracting

opener at the beginning or at the opening of the speech. At this part, the speaker

must acquire the listener's attention in order to make them interested in listening

to the speech delivered and showing empathy and resemblance to the audience,

Indicate the qualifications to speak on the subject based on experience and

explain to the audience the main points of the speech.

Then, a preview of the body; this is a way to introduce the topic or

content of the speech to the listener. The content section of a speech text is the

most crucial section because it is here that a speaker will communicate objectives

and messages to the audience. Important information must be included in the

speech's content. Along with the speech's content, there should be compelling

justifications. Additionally, factual sentences that are supported by credible

sources whose validity can be ascertained may be added to the speech text's

contents. The aim is for the reader to accept and adhere to the speech's message.

The content of the speech must be based on 4 things related to the topic

presented (breaking down the parts of the topic, narrowing the topic of the

speech, arranging the topic section correctly, developing topics by providing up-

to-date information, tangible evidence, and with props).

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 The last is the conclusion. Conclusion or closing is the final component of

the speech text structure. Conclusions drawn from the information presented,

excuses for any errors in the information presented, and salutations are included

in this section. The conclusion of the speech must consist of a summary of the

main idea and a closing sentence to end the speech.

2.1.2.2 Wording the Speech

a. Vocabulary used,

For students to communicate effectively in the target language, they

should all have a strong command of the vocabulary. Learning vocabulary

requires demonstrating how words are pronounced, how they are spelled, and

how they are used in sentences (Rohmatillah, 2014). Additionally, vocabulary

plays a significant role in creating successful and comprehensive spoken texts

(Alqahtani, 2015). Vocabulary is thus described as the number of words

necessary for communicating, expressing ideas, and describing speakers'

thoughts in specific terms in the target language.

Vocabulary one of the language-related skills that should be taught and

learned. It is undeniable that learning a language will be challenging without

becoming fluent in a variety of vocabularies. Without a sufficient vocabulary,

one cannot communicate effectively or express his ideas in both oral and written

form, making vocabulary one of the most important aspects of language for the

typical language learner (Zhihong, 2000:18). Vocabularies play a crucial role in

any language learning process, particularly when it comes to introducing and

20
consolidating new lexical items. According to the explanation above, vocabulary

and words are always related. Understanding words, their meanings, and their

use in sentences are the first steps in learning a language.

(Finocchiaro in Hiebert and Kamil, 2005:167-169) divides vocabulary

into two kinds:

- Active vocabulary

Words that students comprehend, can pronounce correctly, and can

effectively use in speaking and writing make up an active vocabulary.

- Passive Vocabulary

The words that students recognize and understand when they appear in a

context but never use in communication make up the passive vocabularies. They

do not use them in speaking or writing, but they do understand them when they

hear or read them.

Common Eruption Framework of Reference for Language, or an

international standard used to assess a person's ability or capacity to use English,

is used to measure the level of English proficiency. The CEFR ability levels as

follows:

- A1 Beginner

The first level, or beginner level use a Simple sentences and common

vocabulary in English. For Instance, they can introduce themselves and others

21
and can ask and answer questions about personal details such as where someone

lives, people they know and things they have.

- A2 Elementary

A2 Elementary or basic, which is English language proficiency from

limited interaction. Someone at this level can communicate in English, but their

communication is limited to what they have mastered. E.g they can communicate

in simple and routine tasks such as shopping and employment.

- B1 Intermediate

B1 intermediate is the higher level. At this level, someone can use

English both passively and actively with a wider range of topics and both

informal and formal contexts can be understood. E.g they can describe

experiences and events, dreams and ambitions and briefly give reasons and

explanations of opinions and plans.

- B2 Upper Intermediate

Possess a much higher level of English. At this level, someone can

effortlessly show command of the English language in a variety of situations. At

this level, most people are able to comprehend and understand English, a

language that has a wide range of topics and intricate explanations. For example,

they can understand the main ideas of complex texts on concrete and abstract

topics and interact in natural manner that can maintain a normal conversation

with a native speaker without too much effort.

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 - C1 Advanced

The fifth level, C1 Advanced, is where someone who can occupy it has a

professional command of speaking English for academic purposes. In almost all

situations, someone will have no trouble comprehending and using English. At

this level, a person can express ideas in writing or orally on topics that come to

them on their own. E.g they understand lengthy and complicated texts like a

political speeches also nuance in language because they can make a joke or

giving critism

- C2 Proficient

The last level on the CEFR is C2 Proficient, which is level 6. A person is

in the same position as native speakers or native speakers. E,g they can express

themselves spontaneously and fluently in more complex situations and easily

understand everything they hear or read.

b. Grammar

Grammar is a set of rules used to construct sentences, and it can affect

how information is conveyed and received. According to Argawati (2017),

grammar is a rule of language that has a standard arrangement to create sentences

and convey deeper meaning. Moreover, Swan (as cited in Khairunisa et al., 2018,

p. 2) claims that grammar is the rule that governs how words are changed to

show different meaning and are combined into sentences. People will learn

several linguistic rules in grammar. Tenses is one of these rules. Rhomdony (as

cited in Handoko, 2018, p. 204) defines tense as sentence structures or sentence

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patterns (changes in predicate) that reflect how long an action, event, or

condition lasts over time. Nimah (2013, p. 172) states that there are four kinds of

basic tenses such as present tense, past tense, future tense, and perfect tense.

Based on time, there are four divisions; present, past, future, and past future.

Viewed from event, each tense has four ways; simple, continuous, perfect, and

perfect continuous.

In Indonesia, there are 16 English tenses, although in general there are

only 12 tenses. English tenses can simply be interpreted as a sentence pattern that

changes according to time which refers to the past (Past), present (Present) and

future (Future). By understanding English tenses, people can construct sentences

better, even though they don't have to be used all the time. The 16 tenses in

English grammar are: Simple present tense, present continuous tense, present

perfect tense, present perfect continuous tense, simple past tense, past continuous

tense, past perfect tense, past perfect continuous tense, Simple Future Tense,

Future Continuous Tense, Future Perfect Tense, Future Perfect Continuous

Tense, Past Future Tense, Past Future Continuous Tense, Past Future Perfect

Tense, Past Future Perfect Continuous Tense. By knowing grammar, it will

improve an ability to use effective language styles to practice expression in

speaking and writing.

Furthermore, according to Carlie and Daniel (2008), there are eight pieces

that make up the speech component, including the following: 1) Clearly convey

the speech's key point. 2) Explain the issues so that the subjects covered are

engaging. Using current events to make the topic seem important enough to

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communicate. Explain why the listener/audience should care so much about the

subject. 3) Explain the current situation as it relates to the issue using examples,

descriptions, facts, and expert opinions. 4) Describe the variables that affect the

issue. 5) Outline the problem's solution step by step. Quickly outline various

options while demonstrating that they are insufficient to address the issue at

hand. 6) Provide a thorough fix for the issue. Demonstrate why the solution we

offer is the finest one. To persuade the viewer or listener, provide arguments and

supporting proof. 7) Convince the audience that the information being delivered

will be helpful to them. Give them solutions that will benefit them. 8) Finish the

speech with a closing comment.

2.1.2.3 Delivering the Speech

The interaction between the verbal and nonverbal components of speech

can make the message come confuse or bore the audience. therefore, it needs

something that attracts attention, namely the speaker's body and the speaker's

voice.

a. Speaker’s body

When giving a speech, a person does not only use words (spoken

language) but also uses body language. Simply put, body language is the body's

way of communicating without using spoken words. Such as using eye contact,

gestures and facial expressions. That combination conveys what is on the mind

of the speaker. It creates a bond between speakers and listeners and a connection

that is beneficial to both parties. (Hendrikus 1991), describes that human body

25
language and gestures can enhance and support the meaning that is conveyed, or

they can work against it and prevent it from accomplishing its goals. The deepest

and most hidden human emotions and thoughts can be revealed through gestures

and body language. Speaker's body itself can increase the effectiveness of the

speech if it is done correctly and in portions.

b. Speaker’s voice

When giving a speech, the speaker's voice serves as the audience's channel

for receiving the message. There are no subtitles for speeches. Speaker should

concentrate on managing their voice's various aspects, including articulation and

pronunciation. Articulation is brain structures that involve the capacity to speak,

read, or process other words, as well as additional areas of movement such as

writing, sketching, and other expressive movements, in accordance with Mustain

(2010: 30). Speaking clearly requires good articulation, which is why it needs to

be trained. Speaking loudly is a tip that is occasionally given when someone is

speaking or giving a speech.

While Pronunciation is a way of pronouncing or reciting a vocabulary in

English. Speakers can easily make pronunciations, especially when speaking.

However, It will be challenging for other listeners to understand if the speaker

don't have clear pronunciation. According to Yates and Zelinski in Hasan

(2014:31), pronunciation refers to the way they make the sound they use to

convey meaning when speaking. It includes the specific consonants and vowels

of a language (segments) as well as aspects of speech that go above and beyond

26
the scope of individual segments, such as stress, timing, rhythm, intonation,

phrasing, and voice projection (voice quality). Learning or improving

pronunciation skills helps speakers read or speak correctly by helping them

understand how to say words in a foreign language without error.

2.1.3 Debate

2.1.3.1 The definition of Debate

Delivering arguments during a debate is a formal speaking style used to

persuade audiences. In the 21th century, debate has become a common medium

for exchanging ideas, information, and thoughts. According to Shan (2005:21), a

debate is defined as two groups of individuals debating a topic under agreed-upon

criteria. The judges listen to both sides of the argument before selecting the

winning team based on the justification and supporting evidence. According to

Freeley and Steinberg (2009: 6), discussion is the process of advocacy, a manner

of giving judgment in order to come to their own conclusion. A special type of

argument is debate. This is a common misunderstanding: it is not a means of

bridging differences. It is not the goal of a debate for two opposing sides to

adjourn in consensus. Instead, others will decide which of the two to support

based on the discussion between them in accordance with (Smith, 2011: 1).

In regards to debate, Freeley and Steinberg (2009: 6) contend that it is an

advocacy process in which participants refrain from passing judgment in favor of

coming to their own conclusions. A special type of argument is debate. This is a

common misunderstanding: it is not a means of bridging differences. It is not the

goal of a debate for two opposing sides to adjourn in consensus. Instead, others

27
will decide which of the two to support based on the discussion between them

(Smith, 2011: 1). Determining what the topic's words mean for the debate's goals

requires the debaters. This is referred to as "definition." They should consider

some arguments in favor of their position. These justifications are referred to as

"arguments," and speakers often attempt to combine them into a single "case

strategy." In order to divide the arguments between what the speaker knows and

what he or she has to say, speakers also need to "split." To help the audience

understand, they are necessary in formal argument. Debate requires participants,

judges, a chairperson, a timekeeper, and audiences. Here, the debaters take center

stage; they must present the motion's opposing arguments alongside their

adversary. They should take the manner, subject, and method into consideration

before giving the speech.

Determining what the topic's words mean for the debate's goals requires

the debaters. This is referred to as "definition." They must come up with some

arguments for why their position on the matter is correct. These justifications are

referred to as "arguments," and speakers often attempt to combine them into a

single "case strategy." In order to divide the arguments between what the speaker

understands and what they must communicate, speakers also need to "split." To

help the audience understand, they are necessary in formal argument. Debate

requires participants, judges, a chairperson, a timekeeper, and audiences. Here, the

debaters take center stage; they must present the motion's opposing arguments

alongside their adversary. They should take the manner, subject, and method into

consideration before giving the speech.

28
 Debate is one of the spoken languages that attempts to exercise speaking

abilities and fluency. It also makes everyone want to win. According to Byrne

(1993), debate enables participants to successfully explore and hone their

speaking abilities. Hence, debaters must be able to create their arguments using

the best public speaking techniques in order to choose, arrange, and present their

resources. This is in addition to speaking in front of various audiences and judges.

Applying the principles takes the shape of the debaters' sentence construction and

word selection in relation to the debate themes. They use a variety of linguistic

intricacy, whether they are experienced debaters or novices. As a result, when the

speakers give their words, it is difficult for them to use complicated vocabulary.

Selected lexical items and phrase types utilized by the debaters provide insight

into the complexity of language employed in their speeches.

Since debate is a type of discourse that takes the form of spoken text and

according to Systemic Functional Linguistics, "creating a text means creating

meanings" (Ghasani, 2017, p. 1), students need discourse competence in order to

successfully convey their meanings or arguments to the audience and judge during

a debate. Also, students should be able to convey interpersonal meanings that

reflect their opinions and judgments about a structurally debatable issue (Gerot &

Wignell, 1994, p. 13).

The ability to choose, order, and organize words, sentences, and other

utterances to produce a coherent spoken message is referred to as discourse

competency (Celce-Murcia, 2007). Generic structure, defined as "formal schemata

that enable the user to identify an oral discourse segment," is one of the sub-areas

29
that contributes to discourse competence (Celce-Murcia, 2007). Students will be

able to make their speeches in a structurally sound, well-organized, and

understandable manner by grasping the general structure of debate or debate

structure.

2.1.3.2 Application of Debate Activity

The topic of discussion in this section is the use of the debate activity that

is typically held or conducted during a debate tournament. This section will

address terms in debate, speaker’s (debater) role, point to adjudicate (score).

1) Terms in Debate

a. Motion (Topic)

In a parliamentary debate which is not merely a political debate but rather

usually used for competition, each debate period has topic to debate which is

known better as motion. In our daily communication, this may similar to the topic

of the conversation or communication. Motion occasionnaly is served in the form

of controversial and/or debatable statement or issue. For instance, "(THBT) This

House Shouldteachhasrh Children the Reality of Life Instead of Always Instilling

Hope and Optimism." As a result of this matter, there will naturally be two

opposing sides that agree and disagree with the motion, which will be further

detailed in the next section. The first affirmative (positive/proposition) team's

responsibility in relation to the motion is to define and restrict it. Also, the

definition and the restriction both need to be acceptable. Also, in this role, a

debater must understand the topic using a logical assertion and thorough

30
consideration supported by reasoning and examples, especially if they are the first

affirmative speaker.

b. Case Building

Each team—the affirmative and the opposition—is often allowed a set

amount of time for case building before the debate begins. In this instance, both

teams are preparing for the running discussion by developing their arguments,

putting their strategy into practice, and dividing up the speaker roles.

c. POI (Points of Information)

The easiest way to define POI is as interruption. This is said by the

opposing team during the speaker's speech. This may not apply in certain other

discussion formats, although it does in some formats, such as Asian Parliamentary

Debate. The oppositional team may present the speaker with a challenge or

inquiry during the interruption. However, the opposing team is not required to

perform POI. Similar to the sitting speaker, the standing speaker who is presenting

his or her argument is free to accept or reject the POI. This is sent at the precise

minute that the timekeeper has indicated. Also, this will be clarified at the

particular section devoted to the discussion rules.

- Rebuttals

Rebutting involves highlighting the distinctions between your team's

arguments and those of your adversaries. The speaker must disprove the

opposition's claims by providing new examples, statistics, or other evidence that

could render their case ineffective. As a result, debaters need to be quick to

respond to the opposition's arguments.

31
 - Reply Speech

Time for the reply speech is allocated immediately following the

conclusion of the main argument by each team's three debaters. Replier speeches

basically serve to wrap up the entire discussion by analyzing the flaws in your

opponent's case and the strength of your team's refutation. The final task of a

replier is to justify why you should be declared the debate's victor.

- Adjudicator

Even though adjudicators are better than juries or judges, they are still the

same. A specific adjudication sheet's debate is evaluated by adjudicators.

Additionally, they must provide oral criticism or guidance, with the selection of

the debate's winning team being the most crucial.

2) Speaker’s Role

a. Speech Order and Duration

Each team is given time to talk with their teammate while developing a

case. The standard time allotted for case building is 20 minutes, at most.

However, in one particular debate competition, each speaker's allotted speech time

is 7 minutes and 20 seconds. Typically, each speaker from both teams has eight

minutes to make a substantive speech. However, the replier speech is presented as

the second half of the substantive speech to wrap up the discussion. When a

particular debate format permits POI, it may be delivered for up to 15 seconds.

After the speaker's opening minute of speaking, POI may be proposed; it may not

be delivered one minute before the speaker's speech is scheduled to end.

32
 b. Speaker’s Role

Speaking of the speaker's role, it is closely related to the two distinct

arguments that the speakers typically present. In a debate, there are two types of

argumentation: substantive argument and rebuttal. Constructive speech is more

commonly referred to as substantive speech in four-person parliamentary debate.

However, each team uses this as the primary justification for their position. Team

split refers to the task of each speaker in presenting the argument with the

supporting point(s) of view. This expression also refers to the speaker's role.

c. Points to Adjudicate

There are three main essential points in contention that must be evaluated

by adjudicators in relation to their primary task. Scores can determine who wins a

debate. According to D'cruz, the marking scheme permits the awarding of a

maximum of 100 marks for each speaker, divided into 40 points for each speaker's

matter and manner and 20 points for method.

d. Self-Talk

According to Holland, Self-talk is the internal dialogue. It is influenced by

the subconscious mind and reveals ideas, questions, and beliefs. This indicates

that self-talk is an in-depth conversation in which the mind serves as the primary

controller. People engage in the practice of speaking to themselves in positive

ways. By directing the statements at themselves, regardless of what they are

about. statements that can be positive or negative. Self-talk is used internationally

in a few fields, including sport, psychology, and education. Self-talk is frequently

33
employed in those settings to alter and resolve issues with motivations,

mentalities, and people's points of view.

2.2 Previous Study

N
NO
Research Title Result

1 Dina Amelia, Improving Public This research uses

1 Afrianto, Speaking Ability descriptive qualitative method.
Samanik, Through Speech The subjects were students of
Suprayogi, Way Jepara Teladan High
Budi Eko School. This study uses
Pranoto, interview and observation
Ingatan Gulo techniques for students in grades
(2022) 10-11 who are members of the
English club. The result shows
that the students' practice has
produced the anticipated
outcomes, as they were able to
organize their speech in a
systematic manner. They were
also able to make eye contact
and deliver the speech
convincingly while using natural
gestures. 35 of the 45 students
who took part in the training
consistently responded, so the
data presented here comes from
those 35 students. 84% of them
can meet the requirements to
prepare and deliver a speech, as

34
 can be seen from the table
above. The participants' ability
to make sure that what was
communicated was helpful to the
audience was the weakest. Only
26 out of 35 participants were
able to meet this requirement,
which only accounts for 74% of
the actual data. Two criteria,
however, highlight the highest
one. The participants received
high marks for effectively
communicating the issues that
arose so that the cases could be
presented in an engaging
manner. The second one, they
also received high marks for
providing systematic solutions to
issues. The students received 91
percent for both requirements.
That equals 32 out of 35
students. Based on the results, it
can be conclude that before the
activity was held, students had
trouble understanding the
English Speech material during
the teaching and learning
process. However, after the
activity was finished, students
were able to systematically build
and present their ideas. Students

35
 were especially helped in
speaking during the two days of
activities, allowing them to
speak English correctly and
methodically while
comprehending the context of a
speech.

2 Andi The Analysis of Private This research uses descriptive

2 Satrianto Speech in Speaking quantitative method.The subjects
Pattah (2020) Class at the Third were students of Unismuh
Semester of Makassar English Education
Muhammadiyah Department in C class at the
University of Makassar third semester. The population
were 25 students using interview
technique and quesionare. The
result shows after collecting the
data of the students, the
researcher classified the scores
into the following criteria. 81-
100 (Excellent) 61-80 (Good)
41-60 (Fairly good) 21-40
(fairly) 0-20 (Poor). (Depdiknas,
2006). According to the
classifications of the students'
vocabulary accuracy in the
results of the interviews, 5
students received excellent
scores (50%) and 5 students
received good scores (50%) with
an overall score of 808 being

36
 considered good. Based on the
findings, it can be concluded that
students' speaking abilities
significantly aided their
achievement of vocabulary goals
in terms of accuracy. there are
four indicators that carried out
by the researcher in term the
students reasons in using private
speech. Also from interview
result from the students, In term
of Improving Self Confidence,
the students more confidence,
ease the nervousness being in
public and perform well and
makes the student relaxed. The
last is to arrange the sentence
with good grammar. By
practicing and reviewing the
material, students can improve
grammar in general and arrange
sentences in particular. They can
also recognize better grammar
and adapt the structure of
sentence arrangement in speech.

3 Yulinda An Analysis of This research uses descriptive

3 Oktaviana Students’ Speaking research. The subjects were.
Harahap, Ability in Speech at students at six semester of UMN
Yenni English Department of Al-Washliyah Medan in
Rozimela UMN Al-Washliyah Academic Year 2020/2021. This

37
(2021) Medan study uses test method o find out
student’s speaking ability in
speech. The result shows that
each indicator of students’
speaking ability in speech was
given rating then, the researcher
calculated the scores. The
English Department at
Universitas Muslim Nusantara
Al-Washliyah Medan had
speaking abilities that ranged
from very good to good. The
average score was 73,9, which
was considered to be a good
result. Additionally, 3 of 10
received grades in the range of
65 to 79, which fell into the
Good category. No student
received a score lower than 79,
so none of them fell into the
categories of Fair and Bad and
Fair. In contrast, 30% of the
students (3 students) fell into the
category of Very Good. Finally,
it is abundantly clear that no
student receives a score in the
fairness category. In conclusion,
it can be said that the English
Department students at
Universitas Muslim Nusantara
Al-WashliyahMedan categorized

38
 good.

The differences and similarities between previous research and the

research that the writer will conduct are: The similarity of this research with

previous research is examining speech. Then, the difference between this research

and previous research is that previous research focused on speaking skills through

the speech of speakers by giving a score of how well students make a speech.

However, no one has researched how speech works on speech ability by finding

out the type or quality of speech used by speakers. Speech have a purpose to

provide information in front of many people. As stated by (Arsjad, 1988: 53) that

giving a speech is conveying thoughts, information or ideas from the speaker to

the audience to convince the listeners.

39
 CHAPTER 3

RESEARCH METHOD

3.1 Research Design

The researcher used descriptive qualitative method to conduct this study.

Howwit (2019) describes that Descriptive research is the process of gathering

information to respond to inquiries about the issues covered in the study. The

research's data analyzed by describing, identifying, and analyzing the texts. By

definition, descriptive research describes or explains the research's data. Such

research explains and describes a phenomenon as it actually is. This study aims

to identify the types of speech used by speakers at the Open Grand Final NUDC

and Open Grand Final WUDC in 2022.

3.2 Object of the Research

The subject of this research were 16 speakers and the object of this

research were Open Grand Final NUDC 2022 and Open Grand Final WUDC

2022. Researcher used purposive sampling to select the subject. According to

Crossman (2018), a sampling technique is a way to choose the subjects for a

study in order to achieve each goal. The characteristics of the study's objective,

as well as the characteristics of the population used to select the samples.

40
3.3 Instrument of the Research

This study used Observation checklist. Observation is defined as

concentrating attention on an object while using all of the senses to gather data.

41
 42

The observation checklist used in this study. A checklist is a collection of data

variables. This study employed an observation checklist modified from Steven

Johnson's theory. (Appendix)

3.4 Techniques of collecting data

The data for this study was gathered using a few procedures. The

researcher started by search and view a debate competition video on

www.youtube.com. Second, the researcher picked the kind of YouTube video

debate competition. The researcher saved the videos of the open grand finals of

the NUDC and WUDC in 2022, after saw the video, the researcher made a script.

3.5 Techniques of analysis data

The researcher analyzed the speaker’s features in speech through

Organizing Speech including: Introduction, body and conclusion. Wording the

Speech including: Vocabulary used and grammar. Delivering the Speech,

including: Speaker’s body such as eye contact, gestures and facial expression

movement, and Speaker’s voice such as pronunciation and articulation. Then,

Each measure of speaker's features related to speech receives a rating. Then, the

researcher used the formula to determine the score:

P = F X 100 % Notes:
N P : Percentage
F : Frequency of Answer
N : Number of students
After that, researcher used the formula to calculated the mean average:
mean = (sum of observations) ÷ (total number of observations).
 43

CHAPTER 4

RESULTS AND DISCUSSION

4.1 Results

4.1.1 Asessing Speech in Open Grand Final NUDC 2022

ASESSING SPEECH

NO Speakers Organizing Wording the Delivering Total %

Speech Speech the Speech
#8 #8 #8

1 PM 3 2 3 8 100

2 LO 3 2 3 8 100

3 DPM 3 2 3 8 100

4 DLO 3 2 3 8 100

5 MG 3 2 2 7 88

6 MO 3 2 3 8 100

7 GW 3 2 3 8 100

8 OW 3 2 3 8 100

63 99

The researcher found that in the NUDC 2022 Open Grand Final there were a

total of 63 from 3 assessing speech, namely assessing speech which contain one

Organizing speech, one Wording the speech and one Delivering the speech. The

table showed the results that eight speakers at the Open Grand Final NUDC 2022

used the assessing speech feature with a percentage of 99%. The three assessing
 44

speech found in the Open Grand Final NUDC 2022. The following is an

example of the three parts as follows.

1. Organizing Speech

- Introduction

Example : “Young Indonesians are the next generation of Indonesia and

the next generation of the society those who mattered the most and is

being affected by the election the most because they are the ones that will

be participating for the society and becoming the leader”.

As can be seen from the example above, the Speaker as Prime Minister used

Introduction which is indicated by the presence of a sentence statement regarding

the issue or topic raised. This introduction section caught the attention of the

audience and important to use. The audience interested in hearing more if the

issues raised well stated at the beginning of the paragraph.

- Body

Example : “Three things, one making sure that we give demand to the

political party to sign country and remember with lifestyle you are at

the very least the one with the campaign and promise to cater to

minority but two we will Advocate the people in Grassroots and give

education about how good and strong liberalism value and how strong

as a voter base like what's happened in 2014 election when one of the

candidates using us as a voter base but thirdly if that is true then it will
 45

at the cost of you need to compromise or even abstain we're okay with

it”.

As seen from the example above, the Speaker as a Member of Government used

Body in his speech which is marked by an argument explaining points such as

the development of a main idea. The speaker explained the important points

accompanied by evidence to strengthen the speaker's argument and ends with

impact.

- Conclusion

Example : “Simple economic Improvement is something that people can

relate to and actually far more relatable in so far as that it's something

that you know you can see the direct impact that people can can uh can

feel for their own livelihood but the last thing I would just post it in

extension is just there is a massive economic crisis for this particular

young individual that we're talking about this debate and that economic

crisis for you as an individual it should also be a massive concentration

for you to pick a leaders in so far if you cannot live for tomorrow I think

is that individual or that democracy wouldn't survive in the long run we

have shown the prerequisite for any sustainable democracy is economic

Improvement and for one lifetime”.

As can be seen from the example above, the Speaker as Deputy Leader of

Opposition used Conclusion in his speech which is marked by closing sentences

that explained by the speaker containing conclusions that reaffirm the points that
 46

mentioned in the Body briefly without adding new arguments. The speaker also

added suggestions in his speech which is also part of the conclusion.

2. Wording the Speech

- Vocabulary used

Example : The speaker as the Prime Minister used the C1 Advanced level

where the Prime Minister was not have difficulty using English. The

prime minister has the ability to speak English professionally for

academic purposes and can express ideas orally on topics that arise on

their own and understand complex topics such as political speech as well

as nuances of language because the prime minister can convey ideas and

criticize.

- Grammar

Example : “I'm fighting for feminism it's not because I want to be in

what is trending right now it's because I understand the constant

suffering and struggle as a women living in a very conservative

country”.

As seen, the Speaker as Deputy Prime Minister used tenses like the present

continuous tense because the Deputy Prime Minister used 'i'm fighting' which

means subject+ and v-ing in his debate, then the Deputy Prime Minister also used

Simple Present Tense like 'i understand' which means using Subject and V1.

3. Delivering the Speech

a. Speaker’s Body
 47

- Eye Contact

Example : As seen, the Speaker as a Member of the Opposition used eye

contact during the debate. Because this debate was held online, eye

contact can only be made towards the camera or straight ahead. Member

of the Opposition explained their arguments with a straight look ahead

facing the camera and the entire online audience during the debate.

- Gesture

Example : As seen, the Speaker as the Opposition Whip used body

language like gestures during the debate. The Opposition Whip appeared

to be seated but he moves his arms and shoulders. This is called using

nonverbal behavior, with the intention of emphasizing what you want to

convey to the audience properly conveyed.

- Facial Expression Movement

Example : As seen, the Speaker as Oppositin Whip used Facial

Expression Movement which is a great way to convey emotions and

attitudes in public speech. Opposition Whip seemed to use it effectively

to emphasize points made in arguments and helps connect with the

audience.

b. Speaker’s Voice

- Pronunciation

Example : Prime Minister can easily made pronunciation and have clear

pronunciation. The prime minister spoke English words with vocals that

makes the audience understand.

 48

- Articulation

Example : As seen, the Speaker as the Leader of the Opposition spoke

with a clear sound articulation that can be understood by the audience.

Leader of Opposition Spoke loudly and there was proper emphasis by

using the muscles in the face.

4.1.2 Asessing Speech in Open Grand Final WUDC 2022

ASESSING SPEECH

NO Speakers Organizing Wording the Delivering Total %

Speech Speech the Speech

1 PM #10 3 2 3 8 100

2 LO#10 3 2 3 8 100

3 DPM#10 3 2 3 8 100

4 DLO#10 3 2 3 8 100

5 MG#10 3 2 3 8 100

6 MO#10 3 2 2 7 88

7 GW#10 3 2 3 8 100

8 OW#10 3 2 3 8 100

63 99

The researcher found that in the WUDC 2022 Open Grand Final there

were a total of 63 of the 3 assessment speech, namely speech assessments that

contained one speech Organizing Speech, Wording the Speech and Delivering
 49

the Speech. The table showed the results that eight speakers at the Open Grand

Final WUDC 2022 used the assessing speech feature with a percentage of 99%.

Three assessing speech found in the Open Grand Final WUDC 2022. The

following is an example of the three parts as follows.

1. Organizing Speech

- Introduction

Example : “The world's reliance on the dollar is unquestionably a bad

thing. It has exposed the global economy to systemic risk time and time

again and moreover has made it hard for countries to employ policies

that are needed for crisis response for the individual economies that will

have different requirements from the dollar”.

As seen from the example, the Speaker as Prime Minister demonstrated by the

use of an introduction that includes a brief statement about the issue or topic

raised. This section's introduction grabs the audience's attention and should be

used. If the issues raised at the beginning of the paragraph are adequately stated,

the audience interested in hearing more.

- Body

Example : “first thing i'd like to posit is small countries are unlikely to be

rational actors as they themselves would like to posit this is because

countries are nothing but an amalgamation of politicians who want to

gain power within these small countries who also have weaker

institutions than the united states what this means is when you have like
 50

you know promises from russia or china of really good economic inflow

in the short term that puts you in power you as an actor often likely to

trade off long-term economic risk”.

As can be seen from the example above, the Speaker in this speech as the Leader

of the Opposition, and the Body of the speech was composed of an argument that

develops a main idea. The speaker begun with the main idea and ends with an

impactful explanation of key points supported by evidence.

- Conclusion

Example : “it means that even if you make sanctions work that is slow

and time-consuming because you have to get so many actors to agree in

a context where geopolitics moves fast and within this the ability to

sanction before for example russia can move assets out of u.s banks is

really important but also the implication of cross sanctions between

different blocks that makes countries significantly poorer on that side of

the house because you're go like the eastern bloc foreign tries to

sanction the western bloc because they're trading in different currencies

what that means is on that side countries get poorer on net but also our

ability to police the global environment decreases drastically that's why

we oppose.”

As seen from the example, the Speaker served as the Opposition Whip and used

a conclusion in his speech, which is denoted by concluding sentences that were

explained by the speaker and contain conclusions that briefly restate the
 51

arguments made in the Body without introducing new ones. The importance was

a further addition made by the speaker and is included in the speech's conclusion.

2. Wording the Speech

- Vocabulary Used

Example : As seen, Speaker as Prime Minister was not struggle using

English because the speaker was speaking at a C1 Advanced level. The

prime minister can express ideas verbally on subjects that come up on

their own, understand complex subjects like political speech because he

can convey ideas and criticize. The prime minister can also speak English

professionally for academic purposes.

- Grammar

Example : “When they feel like they're under threat and i think that when

the chinese economy is much more better off it also reduces their need

to use manipulative measures to control other currencies”.

As seen, the Speaker as government Whip used tenses like the Simple present

tense because the government Whip used 'they feel' which means subject and v1

in his debate as well as “i think”, “they’re” and “the chinese economy is”.

3. Delivering the Speech

a. Speaker’s Body

- Eye contact

Example : As can be seen, during the debate, the Speaker as a member of

the government made eye contact. Eye contact can only be made with the
 52

camera or directly in front of the speaker because this debate is taking

place online. During the debate, government representatives always face

the camera with a straight ahead posture.

- Gesture

Example : As can be seen, the Speaker as a Member of the Opposition

used body language like gestures during the debate. The Opposition

member appears seated but he moved his arms and shoulders for

nonverbal behavior. Members of the Opposition used their hands while

pointing to the wind with the intention of properly emphasizing what they

want to convey to the audience.

- Facial Expression Movement

Example : As seen, the Speaker as Leader of Opposition used Facial

Expressions Movement to convey emotions and attitudes in public

speeches. The Leader of Opposition emphasized the points made in the

argument using serious and enthusiastic facial expressions in conveying

his argument because it helps connect with the audience.

b. Speaker’s Voice

- Pronunciation

Example : As can be seen, the Speaker as the Deputy Prime Minister

uttered English words with vocals that make the audience understand

them easily and have clear pronunciation.

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- Articulation

Example : It can be seen that the Speaker as the Prime Minister used clear

voice articulation and can be understood by the audience. Prime Minister

Spoke loudly and there was proper emphasis using the muscles in the

face.

4.1 Discussion

The aim of this research is to find out the features of the speaker's speech

in the Open Grand Final NUDC and Open Grand Final WUDC 2022. This

research is conducted because the researcher want to examine the features or type

of assessing speech used by the speakers during the debate. Unlike previous

studies by Andi Satrianto Pattah (2020) which focused on speaking skills through

speaker speech by giving a score of how well students delivered speeches, this

study demonstrated how speech works on speech ability by finding out the type

or quality of speech used by speakers. It is found that all NUDC and WUDC

2022 Open Grand Final Speakers use 3 speech components.

The speakers are assessed through three components of speech. The first

is organizing speech, including Introduction, Body and Conclusion. Secondly

Wording the speech, including vocabulary used and grammar. Last is Delivering

a speech, including Speakers body such as eye contact, gestures and facial

expression movement also Speaker voice including pronunciation and

articulation. This study focuses on finding the use of assessing speech which
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consists of 3 components, namely Organizing speech, Wording the Speech and

Delivering the Speech.

Based on data from in the NUDC 2022 Open Grand Final from assessing

speech, namely assessing speech which contain one Organizing speech, one

Wording the speech and one Delivering the speech. The table shows the results

of the three assessing speech found in the NUDC 2022 Open Grand Final speech.

Organizing Speech are Introduction, as can be seen from the example above, the

Speaker as Prime Minister use Introduction which is indicated by the presence of

a sentence statement regarding the issue or topic raised. This introduction section

catch the attention of the audience and important to use. The audience will be

interested in hearing more if the issues raised well stated at the beginning of the

paragraph. Body as seen from the example above, the Speaker is a Member of

Government use Body in his speech which is marked by an argument explaining

points such as the development of a main idea. The speaker explains important

points accompanied by evidence to strengthen the speaker's argument and ends

with impact. Conclusion, as can be seen from the example above, the Speaker as

Deputy Leader of Opposition use Conclusion in his speech which is marked by

closing sentences that explained by the speaker containing conclusions that

reaffirm the points that mentioned in the Body briefly without adding new

arguments. The speaker also adds suggestions in his speech which is also part of

the conclusion. This is in line saying that claims that all effective speeches are

structured and have an introduction, a body, and a conclusion (Gregory in

Harahap and Rozimela 2021:2).

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Second, Wording the Speech there are Vocabulary Used and Grammar.

Vocabulary Used As seen, Speaker as Prime Minister have no trouble using

English because the speaker is speaking at a C1 Advanced level. The prime

minister can express ideas verbally on subjects that come up on their own,

understand complex subjects like political speech because he can convey ideas

and criticize. The prime minister can also speak English professionally for

academic purposes. Grammar as seen, the Speaker as government Whip use

tenses like the Simple present tense because the government Whip use 'they feel'

which means subject and v1 in his debate as well as “i think”, “they’re” and “the

chinese economy is”. This is in line saying that vocabulary plays an important

role in creating successful and comprehensive spoken texts (Alqahtani, 2015),

and also according to Argawati (2017), grammar is a rule of language that has

standard settings to make. sentences and convey a deeper meaning.

Third, Delivering the Speech there are Speaker’s Body and Speaker’s

Voice. Speaker’s Body with item Eye contact as can be seen, during the debate,

the Speaker as a member of the government makes eye contact. Eye contact can

only be made with the camera or directly in front of the speaker because this

debate is taking place online. During the debate, government representatives

always face the camera with a straight ahead posture.Gesture As can be seen, the

Speaker as a Member of the Opposition uses body language like gestures during

the debate. The Opposition member appears seated but he moves his arms and

shoulders for nonverbal behavior. Members of the Opposition use their hands

while pointing to the wind with the intention of properly emphasizing what they
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want to convey to the audience. Facial Expression Movement, the Speaker as

Leader of Opposition use Facial Expressions Movement to convey emotions and

attitudes in public speeches. The Leader of Opposition emphasizes the points

made in the argument using serious and enthusiastic facial expressions in

conveying his argument because it helps connect with the audience. Speaker’s

Voice with item Pronunciation, the Speaker as the Deputy Prime Minister utters

English words with vocals that make the audience understand them easily and

have clear pronunciation. Articulatio, It can be seen that the Speaker as the Prime

Minister uses clear voice articulation and can be understood by the audience.

Prime Minister Speaks loudly and there is proper emphasis using the muscles in

the face. This is in line saying explains that body language and human body

movements can enhance and support the meaning conveyed, or they can fight it

and prevent it from achieving its goals (Hendrikus 1991), and Articulation is a

brain structure that involves the ability to speak, read, or process other words, as

well as the field of motion additions such as writing, sketching, and other

expressive movements, according to Mustain (2010: 30).

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CHAPTER 5

CONCLUSIONS AND SUGGESTION

5.1 Conclusions

Based on the results and discussion in the previous chapter, this study found that

the assessing speech used by all speakers at the NUDC 2022 Open Grand Final

was a total of 63 with a percentage of 99% and the assessing speech used by all

speakers at the Open Grand Final WUDC 2022 was a total of 63 with a

percentage of 99 %. There are three features of assessing speech, namely

Organizing speech: which contains Introduction, Body and Conclusion. Wording

the speech which contains: Vocabulary used and grammar. Delivering the speech

which contains: Speaker's body (eye contact, facial expression movement and

gesture), speaker's voice (pronunciation and articulation).

5.2 Suggestions

Based on the conclusions related to the assessing speech used by the

speakers, this study provides the following suggestions. For students, namely

students are expected to enhance a knowledge. For lecturer, This research is

expected to provide a reference for further research.