The Effect of Debate Technique and Vocabulary Knowledge on Students' Speaking Ability

The purpose of study to obtain the empirical evedence of the effect of debate technique and vocabulary knowledge on students' speaking ability. This research used quantitative with a quasi-experimental with Treatment by Level Design, which included 65 students as a sample, 32 students in the experimental group, and 33 students in the control group. The research sample is drawn using a cluster random sampling technique. In collecting the data, the researcher used sample technique. It was a test. The research data were gathered by assessing students' vocabulary knowledge prior to and following treatment, as well as by administering a test of speaking ability. Data were analyzed by Two-way ANOVA using SPSS version 24. The findings of this study indicated that: (1) Debate technique was more effective than conventional technique at improving students' English speaking ability, Debate technique has a 32.7% effect. (2) The teaching technique has an effect on students' speaking ability, which is dependent on their vocabulary knowledge. The interactional effect of Debate technique and Vocabulary Knowledge on students' speaking ability is then 27.6%. (3) Debate technique was more effective than conventional techniques in increasing students' English speaking ability for students with a large vocabulary. (4) Students' limited vocabulary knowledge, regardless of whether they are taught through debate technique or a more conventional technique, has an effect on their English speaking ability. The conclusion of this study is that debate technique and students' vocabulary knowledge have been shown to significantly improve students' English speaking abilities