Significance of the Research
Scope of The Research
This research was limited to students' perceptions of the use of debate methods in speaking by students of the seventh semester of the Department of English at the Muhammadiyah University of Makassar. The researcher focuses on analyzing the perception of students, which consists of cognitive, affective and connative for students.
REVIEW OF RELATED LITERATURE
Some Pertinent Ideas
Conceptual Framework
The conceptual framework above to describe the research that will be carried out by the researcher. There are some methods of teaching English as a foreign language, one of them is debate method. In this research, the researcher made a questionnaire to know students' perceptions about debate method and the researcher focused on the three components of perception namely cognitive, affective and conative.
In cognitive focused on knowledge, opinion, belief and affective focused on positive things, negative things while native focused on big and small actions.
RESEARCH METHOD
- Population and Sample
- Instrument of the Research
- Research Procedures
- Technique of Data Analysis
It is designed to help the researcher learn more about students' perceptions of using the debate method. The use of the above interpretation score is to measure how well the students master the three components of perception (cognitive component, affective component and connative component) of the debate method in the speaking lesson. In addition, if the debate method in the affective component is within the range, it means good.
Most students believed that the debate method still has a positive effect on their beliefs; this one was categorized as good. It is clear that most respondents agree that the debate method has a positive effect on the students from a cognitive point of view. It means that students agree whether the debate method has a positive effect on their positive case.
It means that the students disagree if negative aspects of the debate method affect the students positively. It is clear that most of the respondents have not yet decided on the debate method on the affective level. It is clear that most of the respondents have not yet decided on the method of debate in the connative aspect.
To make it clear, the students' perception of the use of the debate method can be seen in the table below. Based on the bar chart above, the result of the interpretation of the student's perception of the debate method in the cognitive aspect was 72%. The percentage of students' perception was 72% and it was categorized as good, where the debate method can improve vocabulary and the debate method helps students practice speaking.
The answer to the research question was the students' perception of the use of debate method English teaching at Muhammadiyah University of Makassar is positive. Based on the results of questionnaires, the majority of students had positive responses to the implementation of the debate method in learning to speak. Students' perception of the application of mini-debate method in speech at Muhammadiyah University of Makassar.
FINDINGS AND DISCUSSION
Discussion
As presented in the findings, the results of the questionnaires show that the respondents agreed with the idea of the debate method in speech class. In the cognitive aspect of knowledge, the assessment was excellent, the students' understanding of the knowledge has a positive effect on their knowledge related to the debate method, it was possible to improve the vocabulary, the debate method helps to practice speaking, the debate method was purposeful, and with the debate method, the pronunciation of the students' material was was critical. From a cognitive point of view, the belief was rated well, because with the debate method, the students understood the concept of debate, they were not too rigid in their thinking during the debate, and they got a lot of information about the topic of the debate.
And the last indicator was opinion, it was categorized score fair related to when doing debate distort each other, and debate method train to understand the flow thoughts of others. One of them is "the debate can improve students' motivation to practice their spoken language". In positive things it was categorized excellently related to debate method, students respect each other's arguments, while in negative things it was categorized poorly related to disagreements in disagreeing arguments.
The percentage of students' perception was 57% and can be categorized as fair, in which the debate method some students often disagree in opposing arguments and some students respect each other's arguments in the debate process. An item in the large action was categorized as good in relation to refuting the debate opponent's argument, whereas in the small action it was categorized as fair in relation to the debate. method, the students became nervous. This means that the majority of the respondents are Undefined with the debate method in terms of gender. the perception was 59% and can be categorized as fair where some students were nervous during the debate process and some felt confident during the debate.
The positive response came from the students' perception of their feeling when debating what they get when they learn in the speaking class. Based on the questionnaire, most students believe that debate method can make students improve their skills, especially in speaking skills. The students claim that this debate method is very useful for them, such as encourage their willingness to practice speaking English, to increase their speaking ability and to use English vocabulary properly, also the activities of the debate method encourage help the students to practice in speaking and. the students are able to discuss debate material critically, understand the concept of debate and improved their vocabulary.
Based on the findings and the discussion, it can be concluded that, on a cognitive level, the students generally agree that the debate method helps them to improve their speaking skills and vocabulary. Concerning the affective aspect, some students felt undecided about whether the debating method positively influences their attitudes, while some of them also felt undecided about using the debating method in the speaking lesson regarding the connative aspect. In addition, the debate method can not only be used in public speaking, but can also be one of the strategies that can be implemented towards other subjects of the English education department to improve their speaking skills.
CONCLUSION AND SUGGESTION
Suggestion
The researcher hoped that this research could be used as an additional reference by other researchers or the other University. In addition, related to the speaking skill, the lecturer should pay more attention to teaching and guiding students. Furthermore, one thing to be considered, each student has their own capacity and learning style, so the lecturer must understand their students before proceeding with the teaching learning process.
The effectiveness of using virtual classrooms in the development of tenth graders, their speaking skills and their speaking anxiety. Using classroom debate as an instructional strategy in enhancing students' critical thinking and collaborative learning skills and higher education. Students' Perception on Teachers' Teaching Method and Classroom Management in Teaching English in the Second Grade of SMA Muhammadiyah 1 Unismuh.
The Miniature Guide to Critical Thinking Concepts and Tools.Dillion Beach CA: The Foundation for Critical Thinking. I will not be too rigid in thinking about the opponent's opinions or ideas when arguing. I can get a lot of information about a topic in debate (Saya dapat saktar banyakinformasi tentang suatu topik yang Diperdebatkan).
Dalam proses debat, saya merasa gugup ketika mengemukakan argumen. dalam proses debat saya gugup saat menyampaikan pendapat).
