Students' perception on the use of debate strategy on learning speaking

Arifandi, Ilham (2025) Students' perception on the use of debate strategy on learning speaking. Undergraduate thesis, UIN KH Achmad Siddiq Jember.

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Abstract

Keywords: Speaking, Perception, Debate Strategy
Teaching English as a Foreign Language (EFL) has shifted towards
communicative and student-centered learning approaches. One strategy that has
attracted attention is the use of debate in the classroom. Debate not only facilitates
the development of students’ speaking abilities, but also support confidence, and
active involvement in learning. Exploring students’ perceptions toward this strategy
is essential to understand how they experience and respond to debate as part of their
learning process.
This study investigates students’ perceptions of the use of debate strategy in
learning speaking at MA Ma’arif NU Jenggawah. The study focuses on two main
questions: 1) How is the debate strategy implemented in speaking classes? 2) How
do students view the role of debate in supporting their speaking skills?
This research uses a qualitative approach with a case study design. The
participants are eleventh-grade science students at MA Ma’arif NU Jenggawah.
Data were collected through interviews, observations, and document review. Data
analysis follows the model of Miles, Huberman, and Saldana, including data
condensation, data display, and conclusion drawing. Triangulation techniques were
used to ensure data validity.
The findings show that: 1) The implementation of the debate strategy
includes preparation by designing lesson plans and materials, structured learning
activities through debate sessions guided by the teacher, and evaluation based on
students’ attitudes, skills, and knowledge during the learning process. 2) Most
students expressed a positive perception of the debate strategy, stating that it helps
them express ideas clearly, use appropriate vocabulary, feel more confident when
speaking, and engage actively in discussions. Nonetheless, some students also
mentioned experiencing nervousness and hesitation during debate sessions.

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