English debaters' learning experience in developing debate competence / Fitri Alfia Rahmawati

Rahmawati, Fitri Alfia (2020) English debaters' learning experience in developing debate competence / Fitri Alfia Rahmawati. Masters thesis, Universitas Negeri Malang.

Full text not available from this repository.

Abstract

SUMMARY Rahmawati, Fitri Alfia. 2019. English Debaters’ Learning Experience in Developing Debate Competence. Thesis. English Language Teaching. English Department, Faculty of Letters, State University of Malang. Advisors: (I) Dr. Johannes Ananto Prayogo, M.Pd., M.Ed (II) Dr. Furaidah, M.A Keywords: debate, learning strategies, learning experience, successful debater The use of debate is widely known as a good technique to improve communicative skill as well as critical thinking. One of the sources to learn and master the skills can be obtained from great debaters’ learning experience as it serves as experience-based information about their learning strategy. The current study attempts to analyze debaters’ learning experience in developing their debate competence. So far there has been no study conducted to understand in-depth how debaters learn to master debate competence successfully. The researcher uses descriptive qualitative as the research design in this study. The subjects of this study were 3 outstanding English debaters. The selection of these subjects was done based on 4 criteria: being involved in at least 30 debate competitions, having several achievements in winning competitions both national and international, being delegates of Indonesia in WUDC and being awarded as the best speakers in some competitions, adjudicator and coach. An interview guide and a voice recorder were used as the instruments for collecting the data. The result of the interview was transcribed verbatim and analyzed using three stages: data reduction, data display and conclusion drawing. The findings revealed that 1.all debaters’ learning in debate is not an instant process.They started to learn debate since their senior high school years which happened accidentally through their friend and teachers. This first encounter with debate finally led them to have intrinsic motivation to further learn debate 2.the availability of supporting environment (school and home environment), endless motivation, good personality (independent, persistent, initiative, competitive, open-minded) and positive hobby (reading) contributed to their success in developing their debate competence, 3. the study also found that debaters habituate themselves to read a lot, watch debate videos and practice by using a wide variety of language learning strategies. Those strategies are repeating, practicing naturalistically, getting the idea quickly, using resources for receiving and sending messages, taking note, summarizing, switching to the mother tongue, using synonym or circumlocution, setting goals and objectives, seeking practice opportunity, self-monitoring, self-evaluating, using progressive relaxation, deep breathing or meditation, asking for correction, cooperating with others and cooperating with proficient users of the new language. They suggested for those who want to be a good debater should have strong will power, work hard and be consistent. 4. All debaters gave positive perspective toward benefits and achievement of debate. They stated that debate become a breakthrough in their life. There are many benefits that all of the subjects gain from being English debaters such as confidence, skills, knowledge, open-mindedness and job opportunities. In relation to achievements, they stated that their success in debate is part of their hardwork and resilience after several failures in debate. All debaters are able to bounce back because of their endless motivation, enthusiasm and competitive spirit. It is suggested that those who want to learn debate understand various aspects and implement learning strategies used by successful debaters so that they are able to regulate their own learning. As debaters are exposed to various issues, it is suggested that they should not only propose good arguments in debate but also try to share their knowledge to help society. It is also suggested that English teachers can learn roles played by teachers as motivation from teachers might contribute to debaters’ success. Since debate is widely known as good technique to improve communicative and critical thinking skills, it is suggested that they adapt and promote debaters’ learning strategy to assist their students to learn effectively. Future researchers who want to conduct similar studies about learning experience can focus on different subjects such as learning from the perspective of coach or teachers about debate. iend and teachers. This first encounter with debate finally led them to have intrinsic motivation to further learn debate 2.) the availability of supporting environment (school and home environment), endless motivation, good personality (independence, persistence, initiative) and positive hobby (reading) contributed to their success in developing their debate competence, 3.) the study also found that debaters habituate themselves to read a lot, watch debate videos and practice by using a wide variety of language learning strategies. Those strategies are seeking practice opportunity, using resources, overviewing materials, asking for correction, using synonym or circumlocution, self-evaluating, practicing naturalistically, taking note, summarizing, using progressive relaxation, deep breathing or meditation and cooperation with peers. They suggested for those who want to be a good debater should have strong will power, work hard and be consistent. 4.) All debaters gave positive perspective toward debate to their success. They stated that debate become a breakthrough in their life. There are many benefits that all of the subjects gain from being English debaters such as confidence, skills, knowledge, open-mindedness and job opportunities. In relation to achievements, they stated that their success in debate is part of their hardwork and resilience after several failures in debate. It is suggested for those who want to learn debate understand various aspects and implement learning strategies used by successful debaters so that they are able to regulate their own learning. English teachers can learn roles played by teachers as motivation from teachers might contribute to debaters’ success. Since debate is widely known as good technique to improve communicative and critical thinking skills, it is suggested that they adapt and promote debaters’ learning strategy to assist their students to learn effectively. Future researchers who want to conduct similar studies about learning experience can focus on different subjects such as learning from the perspective of coach or teachers about debate

Item Type: Thesis (Masters)
Subjects: L Education > L Education (General)
Divisions: Fakultas Sastra (FS) > Jurusan Sastra Inggris (ING) > S2 Pendidikan Bahasa Inggris
Depositing User: Users 2 not found.
Date Deposited: 07 Jan 2020 04:29
Last Modified: 09 Sep 2020 03:00
URI: http://repository.um.ac.id/id/eprint/110097

Actions (login required)

View Item View Item