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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
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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
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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
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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”
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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)
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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)
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“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
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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)
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“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.
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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
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of students perceptions on other subjects or by using different
research methodology.
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