STUDENTS’ PERCEPTIONS ON THE USE OF DEBATE IN SPEAKING

CLASS: A CASE OF UNDERGRADUATE STUDENTS AT UNIVERSITAS

MUHAMMADIYAH SURAKARTA IN 2016/2017 ACADEMIC YEAR

Submitted as a Partial Fulfillment of the Requirements

For Getting Bachelor Degree of Education

In English Department

By :

MILLATII AZKA

A320130161

DEPARTMENT OF ENGLISH EDUCATION

SCHOOL OF TEACHER TRAINING AND EDUCATION

UNIVERSITAS MUHAMMADIYAH SURAKARTA

2017

i

APPROVAL

STUDENTS’ PERCEPTIONS ON THE USE OF DEBATE IN SPEAKING

CLASS: A CASE OF UNDERGRADUATE STUDENTS AT UNIVERSITAS

MUHAMMADIYAH SURAKARTA IN 2016/2017 ACADEMIC YEAR

PUBLICATION ARTICLE

by

MILLATII AZKA

A320130161

Approved by

Consultant

Fitri Kurniawan, M. Res. Ed

NIDN. 0610108503

ii

ACCEPTANCE

STUDENTS’ PERCEPTIONS ON THE USE OF DEBATE IN SPEAKING

CLASS: A CASE OF UNDERGRADUATE STUDENTS AT UNIVERSITAS

MUHAMMADIYAH SURAKARTA IN 2016/2017 ACADEMIC YEAR

PUBLICATION ARTICLE

By:

MILLATII AZKA

A320130161

Accepted and approved by the board of Examiners School of Teacher

Training and Education Muhammadiyah University of Surakarta

Team of Examiner

1. Fitri Kurniawan, M. Res. Ed ( )

2. Mauly Halwat Hikmat, Ph. D. ( )

3. Syahara Dina Amalia, S.Pd., M.Ed ( )

Dean

Prof. Dr. Harun Joko Prayitno, M.Hum

NIDN. 0028046501

iii

TESTIMONY

I am as the researcher, signed on the statement below.

Name : Millatii Azka

NIM : A320130161

Program of Study : Department of English Education

Title of Research Paper : STUDENTS’ PERCEPTIONS ON THE USE OF

DEBATE IN SPEAKING CLASS: A CASE OF

UNDERGRADUATE STUDENTS AT

UNIVERSITAS MUHAMMADIYAH

SURAKARTA IN 2016/2017 ACADEMIC YEAR

Herewith, I testify that in publication article there is no plagiarism of the

previous literary works which have been raised to obtain bachelor degrees of a

university, Nor there are options or masterpiece which have been written or

published by others, except those in which the writing are referred in the

manuscript and mentioned in literary reviews and references.

Hence later, if it is proven that there are some untrue statements in this

testimony, I will hold fully responsible.

Surakata, 24 July 2017

The Researcher,

MILLATII AZKA

A320130161

1

STUDENTS’ PERCEPTIONS ON THE USE OF DEBATE IN SPEAKING

CLASS: A CASE OF UNDERGRADUATE STUDENTS AT UNIVERSITAS

MUHAMMADIYAH SURAKARTA IN 2016/2017 ACADEMIC YEAR

ABSTRACT

This research discusses the students’ perceptions on the use of debate in

speaking class especially in the third semester at Universitas Muhammadiyah

Surakarta. The purpose of the research is to know and describe students’

perceptions on the use of debate in speaking class. Type of this research is

descriptive qualitative. This research subjects is two undergraduate English

Department students in the third semester. In this research uses semi structure

interview, while the method of analyzing data uses content analysis. Data validity

is member checking. The result of this research are (1) Pleasant experiences,

which are Gaining self confidence, Clear explanation from the lecturer, Increasing

critical thinking, Create enjoy activity, Collect the new knowoledge, Increase

student’ motivation, Improve speaking ability and (2) Unpleasant experience,

which is Difficulty to construct the structure.

Key word: Students perceptions, debate

ABSTRAK

Penelitian ini berfokus pada persepsi mahasiswa pada penggunaan debat

dalam kelas speaking khususnya terhadap mahasiswa semester tiga program studi

Pendidikan Bahasa Inggris di Universitas Muhammadiyah Surakarta. Tujuan dari

penelitian ini adalah untuk mengetahui dan mendiskripsikan persepsi mahasiswa

pada penggunaan debat dalam kelas speaking. Jenis penelitian ini adalah

penelitian deskriptif kualitatif. Subjek dari penelitian ini adalah dua mahasiswa S1

semester tiga Pendidikan Bahasa Inggris. Metode pengumpulan data dalam

penilitian ini menggunakan wawancara, sedangkan metode analisis data adalah

dengan menggunakan content analysis. Keabsahan data berupa pengecekan data.

Hasil dari penilitian ini (1) Pengalaman menyenangkan, yaitu Mendapat

kepercayaan diri, Penjelasan yang jelas dari dosen, Meningkatkan pemikiran

kritis, Menciptakan Kegiatan yang nyaman, Mengumpulkan pengetahuan baru,

Meningkatkan motivasi mahasiswa, Meningkatkan kemampuan berbicara dan (2)

Pengalaman tidak menyenangkan, yaitu Kesulitan untuk menyusun struktur kata.

Kata kunci : Persepsi mahasiswa, debat

1. INTRODUCTION

English language is one of the most popular languages to learn. English is

arguably the most spoken language around the world. People tend to choose

to learn language simply to place them in a better position to secure work or

2

communicate more effectively. Because English is a language that needs to

be said, speaking is one of those skills that is neccesary. Speaking is an

interactive process of constructing meaning that involves producing and

receiving and processing information (Brown, 1994; Burns & Joyce, 1997).

There are countless challenges faced by people when learning speaking since

they also have to learn Grammar, Vocabulary, Slang, Pronunciation, and

Variations in English. Various ways had been used as the method of teaching

and learning English to make it easier to be understood, begun from the

traditional way by using traditional tools such as real object, picture, music,

etc. However, nowadays there have been a lot of developed learning speaking

methods, for instance drama, role play, games, debate, etc.

O’Malley and Pierce (1996) say that speaking seems to be an important

skill that a learner should acquire. It is very important in order to enable

students to communicate effectively through oral language because the

disability of the students to speak may lead them to be unable to express their

ideas even in a simple form of conversation. In addition, Born and Joyce

(1997:54-55) state that one of the aims of most language programs is to

develop spoken language skills and most programs aim to integrate both

spoken and written language.

In English Department of Universitas Muhammadiyah Surakarta, speaking

skill is given in four subjects. Speaking I ‘daily conversation’ is learned in the

first semester, speaking II ‘situational communication’ is learned in the

second semester, speaking III ‘debating’ for third semester, and the last is

speaking IV ‘opening speech, language skills presentation, and how to read a

diagram in English’ for fourth semester students. The materials for speaking I

are introduction, unforgettable experience, role of youth, and future plans.

The materials of speaking II is making a complex conversation. The material

of speaking III is debate. Students can practice Australian, Asian, American,

or British debate according to their lecturer. The students could improve their

arguments, how to ask and give argument and disagreement, and how to

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critisize some issues. The speaking IV is academic presentation (Buku

Pedoman FKIP 2007: 215-234).

Basically, the use of debate method as a teaching method can make the

classroom more student-oriented where students can take responsibility for

their own learning. Debates foster students’ active learning by giving them

responsibility to understand course content, an approach that completely

transforms their perspective from passive to active (Snier & Schunner, 2002).

Teacher selects technique or teaching method with purpose and concern,

because every chosen method has strength and weakness. However, there is

no universal method which is able to tackle all the needs of students. Hence,

there is always a room for improvement in each method selected. The

statement above is not a new issue in practice of teaching. Unfortunately,

very little is discussed regarding techniques and methods from the perspective

of students. It is important to investigate the perspective of students as they

are the ones who experience the process. In other word, they are the ones who

are heavily involved in teaching learning process. Consequently, the research

regarding students’ perceptions about the use of methods in teaching speaking

would be very worth studying.

From the rationale above, the researcher is interested in investigating the

third semester students’ perceptions on the use of debate in speaking class of

English Department at UMS. The reasons why the researcher does this

research are: 1) Very little is known on the study about students’ perceptions

from a lot of implementation of the methods. 2) Need for further

developments of speaking in practice.

Therefore, the researcher proposes a research entitled “STUDENTS’

PERCEPTIONS ON THE USE OF DEBATE IN SPEAKING CLASS: A

CASE OF UNDERGRADUATE STUDENTS AT UNIVERSITAS

MUHAMMADIYAH SURAKARTA IN 2016/2017 ACADEMIC YEAR”

4

2. RESEARCH METHOD

Type of the research is descriptive qualitative research. The subject is

an undergraduate third semester students of English Department at

Universitas Muhammadiyah Surakarta who has participated speaking class.

The object of this research is to describe what is the students’ perceptions on

the use of debate in speaking class. In this research uses semi structure

interview, while the method of analyzing data uses content analysis. Member

checking is a data validity by researcher.

3. RESEARCH FINDING AND DISCUSSION

3.1 FINDINGS

This chapter discussed the findings that have been presented above

in connection with the perceptions of students on the use of debate in

speaking class at Universitas Muhammadiyah Surakarta. The finding are

two explicative theme which will be listed as following:

1. Pleasant experience. In this theme, the researcher found seven

major ideas, there are: Gaining Self Confidence, Clear Explanation

from the Lecturer, Increasing the Critical Thinking, Creating

Enjoyable Activity, Gaining New Knowledge, Increasing Students’

Motivation, and Improving Speaking Ability.

2. Unpleasant experience. There is only one major idea which is

related to the unpleasant experience. It is students’ difficulty to

construct the structure.

Based on the theme will be described in the next section about

argument of the students.

3.2 DISCUSSION

3.2.1 Pleasant experience

According Dornyei (1998.p.131) says that “Ten

Commandment for motivating language learners”. One of them is

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create a pleasant, relaxed atmosphere in the classroom. In this

research, Pleasant experience is the atmosphere where the students

feel happy, enjoy in their activities, weather the environment or

condition in learning. In this theme, the researcher found seven

major ideas, there are: Gaining Self Confidence, Clear Explanation

from the Lecturer, Increasing the Critical Thinking, Creating

Enjoyable Activity, Gaining New Knowledge, Increasing Students’

Motivation, and Improving Speaking Ability. The major ideas are

illustrated below:

a. Gaining self confidence

Respondent 1 said:

“A.....menurut saya penggunaan metode debate dalam

kelas speaking itu sangat bermanfaat karena a.... kita

walaupun kita sehari-hari gak menggunakan debate itu secara

langsung tapi kan kita tau a..... dan kita dilatih untuk

berbicara didepan umum” (Appendix 3.1 Statement 1)

From the quotation above, the researcher found that the

debate method which used in speaking class are benefit to the

students even though the method is not use directly in the real

life and the debate method is increase the self-confidence to

the students.

Respondent 2 supposed:

“A.... metode debate dalam kelas speaking itu

sebenarnya lebih memacu sih karena kan yang namanya

debate kan harus berani ngomong” (Appendix 3.2 Statement

1)

Both Respondent 1 and Respondent 2 recognize that the

debate method has advantages and usefulness in their process of

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talking. Moreover, Respondent 2 spoke about how she gained

benefits through debate method, she felt dared to speak.

In the same way, Respondent 1 and Respondent 2 shared

the following stories about the benefits of using debates method

during the process of learning activity in the speaking class. For

examples, Respondent 1 spoke about her benefits of using

debate method, she can more attention are able to her grammar

and pronunciation.

Respondent 1 said:

“dan dibalik kesulitan itu saya juga merasa mempunyai

kelebihan dalam penggunaan metode ini, kelebihannya itu saya

lebih apa namanya, tata bahasa saya itu lebih tertata, kalau pas

ngomong didepan umum, sama saya itu mempunyai nyali yang

lebih tinggi untuk mengungkapkan apa pikiran, pendapat saya

di depan umum, kayak gitu” (Appendix 3.1 statement 6)

Similarly, Respondent 2 shared her experiences of using

debate method, she also acknowledges that the debate method

can extend more excess for her and increase herself to talk her

opinions in public place.

Respondent 2 supposed:

“karena sebelum diajar dengan metode debate itu saya

gak tau bagaimana cara menyusun susunan atau kerangka

untuk menyampaikan pendapat dalam debate yang bagus, terus

setelah tau kerangka yang bagus, nah setelah itu saya baru apa

namanya a.... bisa menyusun kata-kata dengan baik terus bisa

melatih mental saya di depan umum, berbicara di depan umum

seperti itu” (Appendix 3.2 statement 3)

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Therefore, based on the quotation above we can

conclude that the respondents show that after going through the

classroom debate, the students gained confidence to talk freely

anxiety in public place. It is correlates with what Buckly (2008)

who says that the debate method has six advantages in teaching

speaking. One of them is “within the smaller context of debate

students can become more lively and gain more confidence.

b. Clear explanation from the lecturer

Respondent 1 said:

“Awalnya itu miss susi mengajarkan kita dengan

menggunakan metode drama , dan setelah tengah semester

diganti debate, nah pengalaman saya, pertama waktu saya

menggunakan metode drama itu ya mendapat pengalaman yang

bermanfaat soalnya kita kan harus menyusunrangka drama yang

bagus gimana, setelah itu diganti debate dan dalam pergantian

dua metode ini, saya merasa bahwa metode debate ini juga

memberikan banyak pengalaman yang sangat menyenangkan

dan bermanfaat” (Appendix 3.1 statement 6)

From the quotation above, the researcher found that,

when the learning method was change, she could add their

knowledge about a good debate. Although the first method used

drama, but she felt happy with the drama method, Similarly,

Respondent 2 shared her experiences.

Respondent 2 supposed:

“ Pertama itu kan awalnya pakai metode drama, bikin

drama di film in terus dikasih sub title juga, habis itu setelah

UTS diganti dengan debate, kalau di debate ini sangat asyik sih,

sebelum debatenya ini beneran, kita dikasih contoh video

tentang debate, tata cara debate, kita kan pakai metode british,

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jadi di kasih videonya, ini loh tata caranya debate british terus

sama bu susi juga dikasih cara ngebangun argument atau

AREL, Argumentation, Reasoning, Evidence, dan Link Back,

mulai dari apa sih, hmm background, definisi, dan segala

macamnya itu” (Appendix 3.2 statement 16)

It can be implied that the respondent feel happy when the

learning method was change and the the respondent quiet

understand about the material because the lecturer very clear

when giving explanation through debate. In debate method she

gets the examples of debate videos, this is british debate and

from this video , the participants know the step of AREL

(Argumentation, Reasoning, Evidence, and Link back) and

background, definition, etc.

c. Increasing the Critical Thinking

Respondent 2 said:

“Selain ngebangun kepercayaan diri, ini kan juga

ngebangun critical thinking kita”(Appendix 3.2 statement 24)”

Based on the quotation above, the respondent believed

that critical thinking skills can be develop through debate

method. This statement correlates with Barkley (2005) who says

that there are three benefits of debate for students. One of them is

“ it can be embolden students’ critical thinking and develop

students’ speaking ability in oral communication”.

d. Creating Enjoyable activity

Respondent 1 said:

“tetapi ya, saya enjoy terutama enjoy dalam apa

mengikuti kelas speaking dalam menggunakan metode

tersebut”. (Appendix 3.1 statement 4)

9

Based on the quotation above, the respondent felt enjoy

when joinning in the classroom through debate method. This

statement agree with Buckly (2008) who says that the debate has

six advantages in teaching speaking. One of them is “Depends

friendships and enjoy the activity”.

e. Collecting New Knowledge

Respondent 1 said:

“dan juga bu susi itu juga selalu ngasih umpan balik ke

kita setelah proses belajar mengajar di kelas itu , kayak

feedback itulah, jadi kita lebih tau dimana kekurangan atau pun

kesalahankita.” (Appendix 3.1 statement 10)

“bususi pun juga kan , nah bu susi itu setiap kita habis

ngelakuin sesuatu di depan kelas, missal habis drama, habis

debate ini nanti bakal dikasih feedback sama bu susi,

feedbacknya itu lumayan sih, kan walaupun cuma kecil-kecil

tapi kan tiap pertemuan ada jadi kan kalau itu jadinya

banyaklah feedbacknya itu.”( Appendix 3.2 statement 8)

From the quotation above, the researcher found that

every the end learning process, lecturer always giving feedback

as the information about their performance toward the learning

activity in the classroom.It is use full for the students to collect

the new knowldge from the feedback.

f. Increasing Students’ Motivation

Based on the interviw, the respondent said that through

debate the students should tries to work hard in learning

speaking in the classroom.

Respondent 2 said:

“karena kan beda, karena kan beda dari apa namanya

pegen ke level debatnya itu” (Appendix 3.2 Statement 15)

10

“dari awal itu speaking kan kalau speaking emang dari

semester satu kan udah sendiri gitu loh, apa-apa sendiri di

depan kelas jadi ini klimaks” (Appendix 3.2 Statement 18)

“Itu sih debatenya butuh kerja keras sih” (Appendix 3.2

Statement 22)

The three statements above correlate with Barkley

(2005) who says that there are three benefits of debate for

students. One of them is “the debate can improve students’

motivation to practice their spoken language”.

g. Improving Speaking Ability

When the respondent joinning in the speaking class

through debate as the method, they can improved the speaking

skill when their disagreed with them.

Respondent 2 said:

“karena kita , kita mendengarkan orang, kita

mendengarkan pendapat atau argumen orang lain, nah kita kan

harus fokus, kita harus paham mereka bicara apa, habis itu kita

sanggah” (Appendix 3.2 Statement 20)

“debate nya ini buat pengalaman di depan kelas

ngedebate, ngesanggah orang, ngebantah pendapat orang lain

dengan pendapat kita sendiri”(Appendix 3.2 Statement 23)

The two statements above agree with Buckly (2008) who

states that the debate has six advantages in teaching speaking.

One of them is “It can improve the students’ speaking ability”.

Therefore, based on the all quotation above, the

researcher can conclude that the students feel happy when used

debate method in the speaking class, because with debate method

11

they get benefits to be gained through debating, for example:

gaining self-confidence, clear explanation from the lecturer,

increasing critical thinking, creating enjoyable activity,

collecting new knowledge, increasing students’ motivation,

improving speaking ability. This conclusion agree with Buckly

(2008) who says that the debate has six advantages in teaching

speaking.

2. Unpleasant Experience

The second explicative theme is referred to here as ‘

Unpleasant experience’. Unpleasant Experience is the situation

where the students feel pessimistic with themselves when get

difficulties in using the debate method. There is only one major idea

which is related to the unpleasant experience. It is students’

difficulty to construct the structure. This theme is elaborated using

following extracts from the respondents.

Respondent 1 said:

“Selama ini, mmm mungkin kesulitan saya itu agak sulit

ketika mau menyusun structurenya sih, kalau mau ngomong takut

salah”( Appendix 3.1 statement 3)

Respondent 2 also spoke about her difficulty of using debate

method in speaking class.

Respondent 2 tought:

“Kesulitannya itu, yaitu, apa namanya, rasa takut, rasa

takutnya itu karena pengen ngomong itu mikir grammarnya, mikirin

susunan-susunan katanya pengen ngomong gini takut structurenya

salah itu,” (Appendix 3.2 statement 4)

12

“walaupun sebenernya cuma ngomong di depan temen-

temen itu juga, tapi tetep aja rasanya tu takut, takut salah

ngomong, takutnya gak dimengerti.” (Appendix 3.2 statement 5)

From the quotation above, both Respondent 1 and

Respondent 2 have same difficulty, it is limited in their structure,

hence they were anxious and afraid of talking with others students.

However, they mentioned that the feeling mistake on their

statements.

4. CONCLUSION, IMPLICATION, AND SUGGESTION

4.1 CONCLUSION

From the results of the research, the researcher can presents

some conclusions. First, the data all of the respondents has analyzed

raises into two themes, namely pleasant experiences and unpleasant

experience. From pleasant experiences by the respondents there are

seven categories, gaining self confidence, clear explanation from the

lecturer, increasing the critical thinking, creating enjoyable activity,

gaining new knowledge, increasing students’ motivation, and

improving speaking ability, while from unpleasant experience by the

respondents there is only one category appeared, it is difficulty to

construct the structure.

It can be concluded, that students have positive perceptions on

the use of debate, consequently it can be accepted well by students,

and the students feel that debate is not only fun, but also beneficial for

the students speaking skill and this involves debate is worthwhile.

13

4.2 IMPLICATION

Based on the result of the research, my findings have

implications towards lecturer of speaking 3 and the students of

speaking 3.

1. For the lecturer of speaking 3

The lecturer can uses the debate method to teaching

and learning material in speaking class.

2. For the students of speaking 3

The students can train to communicate and express

their knowledge and they can also develop their critical

thinking. Students are also trained to think logically and

systematically, as well as being able to compare a variety of

concepts of their opinions and can be used to exchange

knowledge among students with other students.

4.3 SUGGESTION

After finishing this research, the researcher hopes it can be

useful for all. The researcher gives some suggestion as follow:

1. For the lecturer of speaking 3

The lecturer should be more aware of the conditions of

the students’ perceptions and try accommodating the

students’ needs.

2. For the students of speaking 3

Through the debate method, the students should be

more creative in formulating their learning strategies to

motivate themselves.

3. For the future researcher

This research can be used for the future researcher as

one of the references to conduct another research in the topic

14

of students perceptions on other subjects or by using different

research methodology.

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