people's awareness of the importance of

Improve English Speaking mastering English is increasing. However, the

Skills Quickly through the complexity lies in the fact that learners of English
as a foreign language experience various
Debate Method challenges and diverse complexities. [1] students
face various challenges in learning English as a
Mudiyana1, Mustaji2, Utari Dewi3 Fajar foreign language [2] [3] [4]. However, ongoing
Arianto4 Maya Mariah Zakiah5 efforts have been made to affirm the importance
1,2,3,4
Department of Educational Technology, Surabaya State
University, Indonesia
of speaking skills as a core element in the English
5
Department of Management of Education, Jakarta State as a Foreign Language (EFL) curriculum.
University, Indonesia Improving speaking skills has not been given
adequate attention in practice and is often
considered a daunting challenge for foreign
language learners in various countries. Existing
Article Info ABSTRACT research shows that speaking and listening skills
Article history: Limited learning strategies are one lag, while the main focus of teaching is often still
of the factors why students have on reading, writing, grammar, and vocabulary.[5]
Received month dd, yyyy difficulty speaking English. This [6]
Revised month dd, yyyy study aims to provide a As a foreign language, English is often
Accepted month dd, yyyy comprehensive understanding of the considered difficult for students to understand,
effectiveness of debate methods in
especially when communicating. [7] Even at the
improving students' speaking skills.
Keywords: This research uses qualitative college level, many students majoring in English
research design with a micro- still have low speaking skills. [8] While learning
Learning Strategy ethnographic approach at ELLA English, students still struggle to express ideas,
Speaking Proficiency Course English Village, Kediri. The convey feelings, and communicate with others.
Debate Method informant consisted of 20 students Although there have been attempts to improve
Course Setting with at least a pre-intermediate level
speaking skills, many students still lack
Confident of English and five tutors. Data confidence and sometimes have difficulty
were collected from interviews and articulating their thoughts in English. This can be
observations over 3 months. The
due to a lack of structured speaking practice and a
results of this study show that the
debate method is quite effective in lack of opportunities to interact in authentic
improving speaking skills. With the English contexts [9][10][11].
debate method, classroom learning The curriculum in schools tends to focus
has plenty of time for speaking more on passive abilities. Practice limitations in
practice. Besides that, students also
daily life and fear of making mistakes, which
feel more motivated to learn to reduces confidence in practicing speaking.
speak and more confident in Limited time to learn English is also an obstacle.
expressing their opinions. This
In addition, less interactive teaching methods also
research provides an effective
alternative method to improve
affect the learning process. [12].
English speaking skills quickly. It Another issue that almost 65% of people
can serve as a foundation for agree on is the limitations of speaking in English
developing more effective learning strategies. Later research found that teachers and
strategies. students stated that lack of language mastery was
one of the main reasons students had difficulty
speaking in English. [13] Traditional classroom
training results in poor language skills, especially
Corresponding Author:
in oral communication. This learning process
Muldiyana creates a communication gap among students.
Department of Educational Technology Finally, lacking communication skills makes it
Surabaya State University difficult for students to deal with real-world
Lidah Wetan Street, Surabaya City, Est Java, Indonesia challenges. Effective communication skills are
Email: [email protected]. essential for maintaining interpersonal
relationships. The top priority is to focus on
strategies to improve their communication skills
[14].
1. INTRODUCTION
The traditional classroom framework
English is one of the foreign languages
provides less interaction because the teacher plays
taught in Indonesia. From elementary to high
the main role, while students only sit to listen and
school level, English lessons are a must. In
repeat [15]. Factors that negatively impact students'
addition, the ability to speak English is also the
English speaking ability as a foreign language
main requirement for entering college. Indonesian
2

include tendencies to be shy, peer pressure, addition, students who become informants are
anxiety, vocabulary limitations, fear of making also taken from grades 2 and 3 in the ELLA
mistakes, and lack of exposure to the language Course because they have an English level Under
being learned. [16] intermediate and intermediate. This effort aims to
Therefore, an appropriate method is produce accurate research on the reality of
needed to improve students' English speaking learning speaking with debate methods.
skills. These methods should effectively teach The study adopted two stages of data
speaking skills, allow students to practice collection to achieve its study objectives. The first
actively, and provide hands-on experience using stage involves interviews with students to
English communicatively. With the right understand how students experience learning to
approach, such as using debate methods, students speak with the debate method, as well as their
can increase their confidence in speaking English, expectations and beliefs about the effectiveness of
expand their vocabulary, and overcome the fear of this method in improving their English speaking
making mistakes. It will help create a supportive skills. In addition to interviews, this stage also
learning environment where students feel more includes direct observation of student
comfortable and motivated to develop their participation in debate sessions.
English speaking skills quickly and effectively. The second stage involves interviews
This research must be carried out to with tutors to get their views on implementing
provide an overview of effective methods for debate methods in English Language learning.
improving English speaking skills quickly and The tutors were asked to share their experiences
effectively. The solution proposed in this study is using the debate method, the challenges they
using debate methods as a potential learning faced, and their views on its effectiveness in
approach to improve English speaking skills. This improving students' speaking skills. Observations
study aims to provide a deep understanding of the were also made on the tutor's teaching practice
effectiveness of debate methods in improving during the debate session.
English speaking skills. Data obtained from interviews and
observations at these two stages are expected to
2. METHOD provide a deep understanding of the effectiveness
This study uses a qualitative design with of debate methods in improving students'
a micro-ethnographic approach, which exposes speaking skills in English.
patterns of action, behavior, or language in Qualitative data collection takes place
cultural societies over long periods. [17] This continuously until it reaches a point where the
approach highlights how cultural characteristics data is complete enough and ready for analysis.
are reflected in daily activities but emphasizes The initial process of preparing data for analysis
specific behaviors within a particular environment involves compiling information from various
rather than the entire cultural system. The sources, both in written and oral form, into more
research was conducted at the ELLA Course in structured and organized reports. [18] The first
Kampung England Pare, Kediri, Indonesia, step in data analysis involves preparing raw data
involving five teachers and 20 students as such as interview transcripts, field notes, or
informants. images. Then, the data is organized and designed
Data was collected through interviews for analysis, including thoroughly reading all the
and observations over three months. The data, identifying emerging themes, and ultimately
researchers became participant observers, interpreting the meaning of the identified themes
attending class every day to build relationships or descriptions.
with students. Thus, researchers can understand
the classroom context more deeply and observe 3. RESULTS AND DISCUSSION
the interactions between students in various 3.1. Implementation of Speaking Learning
situations, both inside and outside the classroom. using the Debate Method
In addition to direct observation, the The results of observations on the ELLA
researchers conducted semi-structured interviews Course show that the English learning program is
with students. This approach allows for a deeper carried out intensively from Monday to Friday for
understanding of students' experiences and a month. This intensity gives students plenty of
perceptions of learning to speak debate methods. time to engage in various aspects of Learning.
Participants are selected based on educational The material covers various aspects, such as
criteria, such as having at least completed high conversation, vocabulary, pronunciation, and
school education or students with a pre- speaking debate methods. The debate method is
intermediate level English foundation. These one of the main focuses of this program, where
considerations are important to ensure relevant students are allowed to participate in debates for
responses and balanced representation. In one hour every day. Each day has a different topic
3
of debate, and students are given a small book directly. In debates, participants must actively use
containing materials that will be studied during language to present arguments and respond to
the month. Different topics can help improve opponents' opinions. This provides a great
English speaking skills and students' critical opportunity for participants to practice speaking
ability to understand and assess diverse directly, improving their speaking skills. Frequent
arguments. And enrich students' vocabulary by speaking in a supportive environment can also
practicing their use of vocabulary. [19][20] improve participants' speaking skills and
The debate process in English learning in confidence. [22] Previous studies have also
the ELLA Course begins with dividing students confirmed the importance of providing sufficient
into two opposing groups, namely the pro and con speaking practice opportunities in language
groups. Each group was given time to discuss learning. [23][20][24] Increased speaking
internally before they presented their respective practices in the classroom positively affect
arguments. During group discussions, tutors help students' oral skill development. [25] Task-based
students by writing relevant vocabulary on the speaking activities helped improve students'
board so that students can enrich their speaking skills. [26]
understanding of the topic being debated. After an As a result, language teachers must
internal group discussion, each group sends its consider the number and quality of speaking
messenger to present its argument for about 2 practice opportunities provided in their learning
minutes. After presenting the arguments, both materials to ensure that students have adequate
groups refute each other's arguments in an open opportunities to develop their speaking skills.
and free atmosphere. All group members are Students who had more speaking opportunities in
required to actively speak and strengthen each class showed better speaking skills. [27] Another
other's arguments. The tutor's role in the debate is finding showed that students with more practice
as moderator, which ensures the regular course of in class had better speaking skills and higher
the debate and directs the discussion in a confidence levels. [28] Therefore, teachers must
productive direction. The role of the tutor here is provide adequate opportunities for learners to
very large. The tutor greatly determines the practice speaking to improve their abilities.
success of learning in the classroom. [21] 3.2.2. Motivate students to improve speaking
In the first meeting, the tutor explained skills
various expressions to ask for and gave opinions Motivation is a major factor in
in English. It aims to provide a basis for students improving foreign language speaking skills. [29]
to participate in debates. The tutor explains ways Motivation increases productivity and encourages
to ask others for their opinions and give their own students to strive for excellence in language
opinions using appropriate expressions. This learning. When students are highly motivated,
helps students understand the basic concepts they learn the language more effectively because
needed to communicate effectively in debates to they are more focused, persistent, and passionate
prepare their arguments well. The moderator role about learning the material being taught. High
has been transferred to the student in the last two motivation helps students to stay afloat, overcome
weeks while the tutor monitors from behind. The obstacles, and continuously improve their
importance of actively participating in debates is language skills. [30] [31][10][28]
also emphasized so that each student can speak The results of interviews with 20
and contribute. Overall, observations show that students showed that most participants had high
this method of debate is effective in providing motivation to learn to speak using the debate
opportunities for students to practice speaking, method. Of the 20 participants interviewed, as
expand their vocabulary, and improve overall many as 13 firmly stated that they liked and
communication skills, as it provides hands-on appreciated using debate methods in the learning
experience in using English in an authentic debate process.
context. The main reason underlying the positive
3.2. Efforts to improve speaking skills with preference for debate methods is their direct
debate methods experience during the learning process. The
3.2.1. Full Speaking Practice participants who liked the debate method felt
In debate classes, 80% of the time will more active and engaged in each learning session.
be allocated to English-speaking practice. If They assert that the atmosphere generated from
students face difficulties with vocabulary, they the debate discussion helps them to stay focused
can ask tutors to help them. The tutor will write and actively engage in the learning material. In
down the intended vocabulary on the board so addition, they do not feel bored or bored because
that students can learn it and expand their of the dynamic interaction between debate team
vocabulary during the learning session. members.
Learning to speak through debate is very In addition, participants who liked the
beneficial because it involves practicing speaking debate method also admitted that they felt more
4

motivated to speak and convey their ideas in the can also boost students' confidence by holding
context of the debate. They feel a strong urge to classroom activities such as roles, debates, and
actively participate in discussions, provide strong group discussions. [19]
arguments, and defend the opinions of their 3.2.4 Learn to Express Opinions
debate team. It also gives them greater confidence In debates, students are invited to present
in expressing their views in public, as they are arguments, respond to opposing opinions, and
trained to speak with good arguments. defend their positions on certain issues or topics.
3.2.3 Building confidence through the debate This process encourages students to think
method critically, craft strong arguments, and
Anxiety is a major obstacle to language communicate their ideas clearly and effectively to
learning. This is especially true when a person others. Thus, through the debate method, students
feels scared or nervous when speaking a language can develop their speaking skills as well as
he has not mastered. This level of anxiety usually improve their ability to articulate and defend their
increases with age and is often caused by a fear of opinions confidently. Students should not be
criticism or ridicule from others. The impact is afraid if their opinions are wrong, even When
that students become reluctant to speak in the students make mistakes, they will learn something
language being learned, which can ultimately new. [26]
impact their speaking ability. [30]
Interviews with students showed that of 4. CONCLUSION
the 20 students, 14 of them admitted to initially This study concludes that the debate
feeling anxious and afraid when it came to method effectively improves English speaking
expressing opinions. However, because they skills in the context of formal Education in the
desire not to lose an argument with the opposing course environment. This research provides an in-
team, they constantly strive to speak up and depth understanding of the effectiveness of this
express their opinions. Over time, they become method in helping students develop their speaking
more confident. They are not afraid of making skills quickly. This research provides strong
mistakes in grammar or not knowing vocabulary evidence of the benefits of the debate method in
but focus on strengthening their arguments in English language learning. It provides a clearer
debates. view of its implementation in courses such as
The results of interviews with five tutors Kampung Inggris, Kediri. However, there are
also illustrate the mixed impact on students' some limitations to note, including
speaking skills through the use of debate methods. methodological constraints that might limit the
They all agreed that most students became more generalizability of findings and contextual factors
active and courageous in speaking, without fear of that may influence research results elsewhere.
correcting grammatical errors. The tutors saw a Considering these limitations, this study provides
significant increase in student participation and a solid foundation for further research on using
their courage to speak up in classroom situations. debate methods to improve English speaking
This suggests that the debate method creates a skills.
supportive environment where students feel more
comfortable practicing speaking and expressing ACKNOWLEDGEMENTS
their opinions without fear of criticism. However, The researchers would like to express
the tutors admit there are still students who are their sincere gratitude to the extended family of
more silent and become observers. the ELLA Course in Kampung Inggris, Kediri, for
Self-confidence has a very important their valuable contribution to this research. We
role in developing one's speaking ability. As self- appreciate their assistance in providing the
confidence levels increase, speaking skills will necessary information and the moral and non-
also develop better. In addition, motivation is also moral support they provide. Without their
a very influential factor in determining a person's cooperation and support, this research would not
speaking ability. [32][8][33][34] Highly have gone as smoothly as it did.
motivated students tend to have better speaking
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BIOGRAPHIES OF AUTHORS
Utari Dewi is a
Muldiyana is a lecturer in the Educational
Lecturer in the Educational Technology Faculty of
Technology Study Program Education at Surabaya State
at the University of University. The author
Muhammadiyah Bone. obtained his bachelor's
Completed the Master degree in 2004, majoring in
Program in Educational visual communication
Technology at Jakarta State design, and is a faculty
University in 2018, and S1 at member of letters at the State
Makassar State University University of Malang. Then,
PTIK Study Program, she completed a master's
completed in 2014, and Now degree in Learning
Pursuing a Doctoral Program Technology at the State
at Surabaya State University University of Malang in 2012
taking Educational 2020 and a doctoral in
Technology study programs, Educational Technology
sports hobbies, especially in study program at Surabaya
karate, in addition to coaches State University. In addition
in their dojos, also struggling to being active as a resource
in the field of refereeing at person in various activities,
the National level, She can the author is currently an
be contacted at email: assessor of the Education
[email protected] Accreditation Institute
a.ac.id. (Lamdik). She can be
contacted at email:
[email protected]
Mustaji is a
professor at Surabaya State
University in the field of Fajar Arianto is
Learning Design. Completed a Lecturer at the Education
his undergraduate Education Technology Study Program,
in Educational Technology at State University of Surabaya.
IKIP Surabaya (1988), He completed the Doctoral
earned a master's degree in Program in Learning
Learning Technology from Technology at the State
IKIP Malang (2001), and University of Malang in
completed a doctoral 2016. His research focuses
program in Learning on learning design and the
Technology from the State use of information and
University of Malang (2009). communication technology
Actively involved as a in Learning. He can be
Teacher Credit Score contacted at email:
Assessment Team at the [email protected].
Directorate of Teachers and
Education Personnel of the
Ministry of Education,
Culture, Research, and
Technology (2011-present).
The author in addition to
working as a lecturer of the
7
Maya Mariah Zakiah
is the vice principal of
Senior High School and has a
master's degree in Education
Management from
Universitas Negeri Jakarta.
In addition to being a
teacher, the author is also
active as an education
consultant and organizes
many training sessions,
especially in Education. The
author opened a free English
training course in his
hometown and actively
conducted training in English
and Arabic for students and
teachers. He can be contacted
at email:
[email protected]
om