Giving Explicit Communication Strategy Instruction: Its Effect on Grade 11 EFL Students’ Speaking performance Based on Debate Technique

Abstract

The purpose of this paper was to investigate if explicit communication strategy has  any significant effect on  EFL  Grade speaking performance based on debate  technique. The study used Quasi-experimental research design that employed quantitative research approach with  research instrument namely questionnaire and rubric scores. The participants of the study were  Grade 11 Natural Science Students at  Wallaggaa University  Boarding Special Secondary School.  The setting and participants were chosen based on purposive sampling technique. The existing two intact classrooms of Grade 11 were assigned to control group ( N=35) and experimental group (N=35) using random sampling technique.. The duration of the study was 2 months.  For both control group and experimental group, a rubric score with 5 point rating scales that contains 8 categories consisting  of 36 items upon which students speaking performance was measured by raters was used..Based on preliminary issues _ for reliability test, Pearson correlation  was used for rating scale of rubric score .To this effect  an statistical test independent sample t-test ANCOVA and MANOVA were employed and values of aspects of speaking performance  were computed as (Lambda (8, 61) = 0.403, p = .000). As p (.000)<the critical cut off point (0.05), statistically a significance difference was observed which could  became in  coincidence with results obtained from all independent sample t-tests.. Partial Eta squared with value 0.597 (which is almost  .600 implies  the difference between  control group and experimental group to be big.Thus, it was recommended that the intervention of communication strategy instruction be taken into consideration to enhance EFL Special  Secondary school students “ speaking performance.