Exploring The Debate Mediated Cooperative Learning Strategies on Students’ Speaking Ability: A Case Study

Thohari, Reza Amien (2025) Exploring The Debate Mediated Cooperative Learning Strategies on Students’ Speaking Ability: A Case Study. Undergraduate thesis, UIN KH Achmad Siddiq Jember.

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Abstract

The ability to speak English effectively is essential for learners. However, many students continue to face challenges due to limited vocabulary, low selfconfidence,and insufficient opportunities for practice. In educational environments such as Islamic boarding schools, the use of English remains limited, and traditional teaching methods often fail to support the development of active speaking ability. To address these issues, Debate-Mediated Cooperative Learning (DMCL) has been introduced as an innovative strategy that fosters student participation, critical thinking, and speaking fluency. Previous studies have demonstrated that DMCL significantly enhances students’ speaking abilities and boosts their confidence in using English. In light of these considerations, this study aims to explore the implementation of DMCL strategies in improving students’ speaking skills through a CASE research approach.
This study employs a qualitative case study approach to deeply explore how Debate-Mediated Cooperative Learning (DMCL) enhances students’ speaking abilities. The research was conducted at Madrasah Aliyah Al Barokah An-Nur in Jember, East Java, chosen for its relevant context and supportive environment. Participants were selected purposively, consisting of an English teacher and eleventh grade of senior high boarding school students, to ensure data relevance. Data were collected through non-participatory classroom observations, semi-structured interviews, and document analysis. These methods enabled the researcher to capture participants’ experiences, behaviors, and perceptions. The data were analyzed using thematic analysis, which involved identifying patterns and themes across the qualitative dataset. To ensure validity, the researcher applied triangulation techniques (technical and source triangulation), prolonged engagement in the field, peer checking, and member checking. The research followed structured stages from pre-field planning to final report writing, ensuring the findings were rich, credible, and contextually grounded in classroom realities.
The study revealed that the use of Debate-Mediated Cooperative Learning (DMCL) was associated with enhanced student speaking abilities, particularly through the development of critical thinking, increased confidence, and collaborative peer interactions. Conducted through three stages—pre-debate preparation, active debate, and post-debate reflection—DMCL helped students become more fluent, expressive, and engaged, especially those who were previously passive. Students showed progress in vocabulary use, argument structure, and self-confidence, while also benefiting from supportive group dynamics. Despite challenges such as time constraints and the need for teacher facilitation, these were effectively managed. Overall, the implementation of DMCL appeared to foster improvements in students’ speaking skills and learning motivation, as reflected in their responses and observed classroom interactions.

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