CAR 10

Citation:

Fauzan, Umar. (2016). Enhancing Speaking Ability of EFL Students through Debate and Peer Assessment, EFL Journal, 1(1): 49-57.

After read this article journal, I learn that the main purpose of this journal is to know the effectiveness of debate and peer assessment in order to enhance speaking ability of third semester student in English Department of IAIN Samarinda. The method of the research is CAR because the problem to be solved come from classroom setting. There are two criteria to determine whether the method is success or not, those are score improvement and classroom atmosphere.

Personally, I think debate technique is a appropriate way to improve students’ speaking skill because it decrease their anxiety and increase their motivation and confidence. This happen because in debate, the teamwork is really strong that make the students who are able to speak well will help their friends who need a help in explain the arguments. Debate can be included as an effective way to enhance students’ speaking ability because it enables them to express their opinion and their thought in debate practice. Peer assessment is also an effective way because it makes the students aware of their mistakes but they do not avoid threat. The student will accepted the correction so that the speaking accuracy will raised. 

In this research, the researcher use two cycles. In the cycle I, the goals of the research did not reached yet because the students participation is only 64% which should be 70%. Because the improvement of the pre-test to the test on the cycle I is not significant, the researcher made some improvement of the implementation of debate practice that made the students’ speaking ability improved in cycle II.

In conclusion, Debate and peer assessment can improve students’ speaking ability because the students’ speaking ability was improved 20% from the pre-test and the atmosphere of the class also improved because the students become active. It encourages them to creatively explore the language.

CCU 10

This paper examined the process for developing students’ critical thinking and analytical skills in their ESL classrooms in formation of cross cultural communicative competence by presenting a method organized around the concept of critical consciousness for conducting a critical discourse analysis of ESL texts.

Critical Discourse Analysis (CDA) can be a valuable addition to the ESL teacher’s skill set of critical thinking and analytical skills to develop with the Area Studies students. Critical Discourse Analysis (CDA) is focused on the written and spoken texts study and analysis to reveal the discursive sources of power, dominance, inequality and bias. It examines how these discursive sources are maintained and reproduced within specific social, political and historical contexts.

The proposed model to develop Critical Discourse Analysis Skills is a learning system that forms the intercultural communicative competence of Area studies students, which, in its turn, provides an efficient model for professional activity in lingocultural society of a studied area, taking into account cultural values. This model allows student to go beyond his own culture and acquire the quality of intercultural mediator, without losing his own cultural identity.

CCU 9

Citation: Nurcahyoko, Kunto. (2016). Cultural Snapshot: Fostering Crosscultural

Understanding Through Cultural Project, International Journal of Education, 4(4): 29-37.

This study aims at investigating Indonesian university students’ perception on cross-cultural understanding after doing Cultural Snapshot Project. Cross cultural understanding is a mandatory course for students majoring in English Education In Pamane Teaching College, Indonesia. After joining the class, students are expected to be able to understand the concept of culture as part of daily life and improve their understanding toward cross cultural aspects.

The course aims at helping the students to understand cultural phenomenon and how to response multiculturalism within society. As the students are teacher candidates, they are required to comprehend the material on cross cultural understanding. Such comprehension is vital because teachers are not only required to have knowledge and skill on the taught subjects but also to assist students in being tolerant individuals.

The result reveals that Cultural Snapshot Project has given the opportunity for the students to better realize cross-cultural understanding in their environment. In conclusion, the study shows that Cultural Snapshot Project has specifically enhanced students’ perception of multiculturalism in three major areas: cultural sensitivity and empathy, social tolerance, and understanding of diversity.

CAR 9

Citation :

Arung, Fernandes. (2016). Improving the Students’ Speaking Skill through Debate Technique, Journal of English Education, 1(1), 70-76.

This article mainly discuss about the use of debate technique to improve students’ speaking skill in SMA Negeri 1 Lasasua. The participant are 31 students of XI/IPA-2 class. The researcher use Classroom Action Reasearch as the design or method in this research. From this article, I agree that debate technique is an effective way to improve students’ speaking skill. Not only the speaking ability, but also their critical thinking. They have to be able think fast and logically. Debate also make them work really well with their group to defend  the opponent group. The main point or main purpose of speaking is to communicate with other people. Through debate, the students can communicate well and build a good team work. The researcher use two cycle of tests to measure whether there is an improvement in their speaking ability. In the first cycle, the students’ average result was 64 and in the second cycle, the average result was 78,4. So, it is proven that debate technique can improve student’s speaking skill.

When I become a teacher someday, I will use debate technique as one of my learning activities. However, I will use topic that related with their daily life so that it is not that difficult for them to make an argument. Because in my opinion, the students often find difficulties when they make an argument because they do not really know the topic or the motion of the debate.

CAR 8

Citation:

Othman, mala.,  Sahamid, Husniah., Harrith, Muhammad., Hashim, Rosnani., & Mohamad, Faizah. (2015). The Effects of Debate Competition on Critical Thinking among Malaysian Second Language Learners. Middle-East Journal of Scientific Research 23 (4): 656-664.

This article journal mainly discuss how debate competition can develop students’ critical thinking. The participant of this research are forty second language learners in Malaysia, aged 16 years old. The researcher conducted this research with pre-test and post test. Also, a survey was undertaken to gauge their perception of the thinking process they had experienced.

In debate competition, two teams will debate over a problem that called ‘motion’, in front of the judges or adjudicators. They have to provide a better argument with strong facts and the way they deliver their argument also being scored by the judges. After listen to the opponent group, they have to be able to do rebuttal over the opponent’s argument. In this case, critical thinking play a big role. because, if we do not think fast or our argument is not strong, the opponent group will see it as weaknesses and it easier for them to rebut our argument.

As a result, in the pre-test and post-test there are some improvements in the students’ critical thinking. Also, in the survey that given to the students, it shows that the majority of the students (83,8%) respons positively that debate competition can improve their critical thinking.